Ormiston Victory Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending Ormiston Victory.

They study a broad range of subjects and make good progress through the curriculum. The school is committed to ensuring that not only do pupils achieve but that they enjoy their learning.

Pupils can learn effectively because the school is calm.

Pupils value the school's rewards system. It motivates them to meet the school's high expectations of their behaviour and conduct. Pupils' good behaviour and efforts are encouraged and recognised by awarding 'points'.

This enables them to purchase items through the school shop. Pupils feel comfortable talking to adults about concerns that they have and are aware of the ...systems in place to report any worries. Bullying is rare.

Where any unkind language or behaviour occurs, it is dealt with swiftly by the school.

Pupils are encouraged to be adventurous and independent. Sixth-form students move on to a wide range of apprenticeship and university courses and benefit from high-quality careers guidance.

Many pupils are involved in the performing arts both inside and outside the curriculum. The school is committed to ensuring that any pupil who wants to learn to play a musical instrument can do so. Pupils actively contribute to the life of the school.

What does the school do well and what does it need to do better?

The design of the curriculum has a positive impact on pupils' knowledge and understanding. The school has ensured that opportunities for staff's professional development enable them to have strong subject knowledge and provide an environment in which pupils thrive. Recent and ongoing changes to the curriculum for older pupils enable them to access a broad and rigorous range of qualifications.

Changes to the school's key stage 4 options process enable a growing number of pupils to access the English Baccalaureate (EBacc) suite of qualifications. The EBacc is a group of GCSE subjects that keeps pupils' options open for further study and future careers. In most subjects, the checking of pupils' understanding is highly effective.

However, where this is not the case, some pupils have gaps in their knowledge and their written work.

The school responds effectively to the increasingly complex needs of pupils with special educational needs and/or disabilities in its context. Information that relates to the needs of pupils is clearly signposted to staff, and appropriate adaptations are made in class to enable pupils to achieve well.

Specific 'nurture' provision supports pupils with higher levels of need. This is achieved through small-group work and additional resourcing.

The school prioritises reading.

Pupils that struggle with reading are identified quickly. Interventions are put in place that ensure that pupils make rapid progress towards becoming fluent and confident readers. This progress is accurately and effectively monitored.

In the sixth form, students have established a book club to share their love of reading.

The overwhelming majority of pupils behave well. They are respectful and kind.

This means that difference is celebrated. Sixth-form students act as role models and describe positive changes to the school community. Pupils typically attend school regularly.

Pupils' personal development is exemplary. The taught curriculum for personal, social, health and economic education provides highly effective opportunities for pupils to learn about protected characteristics and fundamental British values. Pupils talk meaningfully about these important areas, understanding their impact on themselves and others.

The opportunities for pupils to participate in activities across the school are extensive. Pupils are actively encouraged and supported to be involved. This may be through working as cast or crew in one of the many popular school productions or joining the gardening club.

Pupils talk with enthusiasm about the extent to which they value the opportunities provided for them. Careers provision for pupils is a strength of the school. It is well-planned and provides regular opportunities to engage in the world of work, for example through 'breakfast buzz'.

The school is an ambitious place. At the heart of this ambition is a deep sense of striving for the very best for pupils academically and more widely. Leaders at all levels instil a sense of community, having built strong relationships with, and between, staff and pupils.

Staff feel valued because of the opportunities offered to them through training, and the consideration of their workload and well-being. The school recognises accurately where change can lead to improvement.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the way in which subject content is presented, and knowledge checked, is not consistent. As a result, some pupils have gaps in their understanding and written work. The school should ensure that teaching is adapted as necessary to meet the aims of the curriculum in all subjects.