The Orme Academy

Highlights from Latest Inspection

What is it like to attend this school?

The Orme Academy staff and pupils share the same high aspirations. Pupils understand and follow the ambition around 'empowering learners for life'.

Pupils say this ambition helps them focus on how to develop positively as young people. Relationships between pupils and staff are warm and respectful. While the school's high aspirations for all its pupils have not yet been fully achieved, pupils say this is an improving environment to learn in.

There is a purposeful atmosphere around the school. Pupils focus on their learning well and work hard. Where pupils' behaviour is not acceptable, staff speak quickly and efficiently with pupils to explain the school's high expecta...tions.

During social times, pupils mix with others in a calm and orderly manner. Pupils feel safe. They know who to talk to about any concerns they have.

The school places a strong emphasis on pupils' personal development, including mental health and well-being. Leadership opportunities include language ambassadors and Year 9 reading leaders who support younger pupils. Pupils also raise money for local charities and support a local care home.

These roles help pupils understand how to be responsible. Pupils regularly take part in activities such as sports, dance and the Duke of Edinburgh's Award scheme.

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

The school has undergone a significant period of change and development since the last inspection.

This includes changes to staff in senior, subject and pastoral leadership roles. The school has raised expectations around learning and behaviour and has developed a highly ambitious and well-sequenced curriculum. New policies have brought improvement in how pupils learn.

However, these improvements have not yet led to consistently improving outcomes by the end of key stage 4.

Most teachers check what pupils know well and ensure that they understand what they have to do. For example, Year 8 pupils in science can explain how their previous learning of filtering helps them to develop their understanding of current work.

However, there are times when some teachers do not check pupils' understanding carefully enough. As a result, they do not have a sufficiently detailed understanding of whether pupils have remembered what they have learned before. This means that some teachers do not consistently adapt the learning to address any wrong ideas or missing knowledge which limits the progress pupils make.

The school quickly identifies any special educational needs that pupils may have. Teachers use 'pupil passports' effectively to adapt their teaching to meet those needs. Leaders ensure that all pupils access the same, ambitious curriculum and that teachers adapt the curriculum, if necessary, to meet these pupils' individual needs.

The school has effectively developed strategies to support pupils who are not confident readers. Specialist teaching rapidly addresses weaknesses in pupils' phonics, grammar and comprehension. Teachers model reading and encourage pupils to read in and outside school.

This is helping to improve pupils' reading across the school.

Absence from school is preventing a significant number of pupils from achieving their full potential. There are too many pupils who miss school unnecessarily.

This means that they miss out on too much learning. The school is aware of the need to continue with its current work on the importance of attendance and to engage with pupils, parents and external agencies further.

To support pupils' personal development, the personal, social, health and economic curriculum is well planned and sequenced.

Pupils learn about topics such as healthy relationships and online safety well. The school provides pupils with the opportunity to develop their knowledge and awareness of cultural diversity. A comprehensive careers programme is in place for all pupils.

Pupils engage enthusiastically with this programme.

All leaders, including those responsible for governance, understand how the school's local context impacts pupils' learning and attendance. The trust has provided bespoke, targeted and rapid support to develop the school.

Trustees provide effective challenge and support. This has helped the school to improve. Leaders have implemented a well-thought-out professional development programme for staff.

Staff feel very well supported and consulted about policy changes. Leaders carefully consider staff workload, of which staff are appreciative.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, gaps in pupils' knowledge are not identified and addressed well enough. This leads to some pupils not fully understanding or remembering key knowledge. The school should ensure that all teachers consistently check pupils' understanding and adapt their teaching accordingly so that all pupils become secure in, and remember, the key knowledge they need.

• Some pupils, including disadvantaged pupils, miss too much school. This holds back pupils' progress and achievement. The school should continue its work with parents and external agencies to secure more regular attendance for all pupils.