The Orchard School

Highlights from Latest Inspection

Outcome

The Orchard School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils are happy and proud members of this welcoming school. Pupils live up to the expectations and virtues of the 'Orchard code'.

This creates a school environment where pupils treat each other with respect and kindness. Pupils are resolute about equality. They make sure that everyone is included and treated fairly.

They play happily together at social times.

The school has high expectations and is aspirational for pupils. Pupils achieve very highly across the curriculum.

They enjoy and value their learning... opportunities immensely. In lessons, pupils are focused and diligent. They are curious and keen learners.

In the classroom and around the school, pupils' behaviour is exemplary. They are polite and courteous.

The well-considered provision for pupils' personal development aims to give pupils the tools and skills that they need for their future.

For example, pupils learn about the fundamental British values and how to debate and discuss differing opinions. Pupils' aspirations for what they can achieve are promoted through visits to universities and exploring different career options. Pupils have a wealth of wider opportunities and experiences, such as ballet lessons, cricket and football tournaments.

A range of educational visits and clubs also enrich the taught curriculum.

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

There is a sharp focus on ensuring that pupils are well prepared for the next stage of their education and beyond. The school and governing body are relentless in their drive to continually improve what is already in place.

The shared vision for excellence in all that the school does is realised and permeates the whole school community. Staff value the training that they receive to strengthen their teaching expertise, as well as the opportunities to collaborate with and learn from other schools. Staff feel well supported and are incredibly proud to work at this school.

The school's ambitious curriculum sets out what pupils will learn and when, from the Reception Year through to Year 6. It is designed to build and deepen pupils' learning carefully over time. There is a highly consistent approach to implementing the curriculum.

Staff are skilled and have secure subject knowledge. Pupils have deliberate opportunities to recap their prior learning. For example, 'the spinner' revisits the most important knowledge that pupils have been taught in previous lessons and topics.

This supports pupils to use their new learning to build on what they already know. Highly effective questioning techniques deepen pupils' understanding and help them to achieve the intended learning outcomes. Pupils' understanding is regularly checked and misconceptions are addressed.

The school's approach to identifying and addressing any gaps in learning ensures that no pupil falls behind. Pupils with special educational needs and/or disabilities (SEND) are quickly identified. They learn alongside their peers with effective adaptations so that they can access the learning.

Staff know the pupils well. They carefully consider the best approach to take to ensure that pupils' needs are met fully.

Reading is a priority right from the start of early years.

Phonics teaching enables pupils to practise using their knowledge of sounds to read words. Staff focus on developing pupils' accuracy and fluency. The books that pupils read are closely matched to their phonics knowledge.

This helps them to become confident readers. Pupils that need additional support with their reading are supported to catch up effectively. Pupils enjoy reading and have access to a wide range of texts in the school library and in their classrooms.

Pupils' well-being and health are central to the school's approach for pupils' broader development. The school's drivers of 'community, health, environment and spirituality' (CHES) are woven through all aspects of the school. These drivers support pupils to develop a wide range of skills, knowledge and experiences to set them up for their future.

Pupils learn about and explore their feelings, emotions and relationships. Pupils know that they can get help or support if they have any worries. Older pupils take on roles of responsibility, such as CHES or well-being ambassadors.

Through this, they actively contribute to school life or support others with their feelings and emotions. Pupils learn how to keep themselves safe, including when online.

Pupils enjoy school and all that it has to offer.

This is reflected in pupils' attendance. Although this is improving over time, it continues to be closely tracked by the school.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in May 2019.