The Orchard School

Unique Reference Number 132232 Local Authority Sandwell Inspection number 360412 Inspection dates 17–18 January 2011 Reporting inspector Alan Dobbins

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Special School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 129 Appropriate authority The governing body Chair Bill Jinks Headteacher Helen Atkins Date of previous school inspection 18 September 2007 School address Causeway Green Road Oldbury B68 8LD Telephone number 0121 569 7040 Fax number 0121 569 7041 Email address helen.atkins@orchard.sandwell.sch.uk

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Age group 3–11 Inspection dates 17–18 January 2011 Inspection number 360412 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by two additional inspectors. Inspectors observed, in part or in full, 13 lessons and 13 of the school's 15 teachers. They held meetings with the Chair of the Governing Body, staff, groups of pupils and the school's local authority link advisor who is also the school improvement partner. Inspectors looked at policies and reviewed documents and the data the school has on pupils' progress. They scrutinised 38 parent and carer questionnaires and spoke with five parents. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How clear an understanding the school has of pupils' progress, especially the progress of the higher attaining pupils and those with the most severe and complex learning difficulties and/or disabilities and, against equivalent pupils in similar schools.  How effective senior leaders have been in driving up teaching over the recent period

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Introduction

of staff change.  How well the school knows the progress children make in the Early Years Foundation Stage.

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Information about the school

This is an average size special school designated for pupils with profound and severe learning difficulties and/or disabilities. All have statements of special educational needs or are undergoing assessment. Increasingly, pupils are entering the school with more complex difficulties that include vision impairment, medical conditions and challenging behaviour. The proportion of pupils known to be eligible for free school meals is greater than is typical. About half of the pupils are of a White British heritage and most of the others are of an Asian heritage. There are more than twice as many boys than girls. Since the last inspection there has been considerable change. The school has moved into new accommodation and increased its roll by about 30 pupils. Six teachers have joined the school, five being newly qualified. A good number of awards have been gained, including the Leading Parent Partnership Award and the Me2 Award for Extended Schools.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

Orchard is an outstanding school. It is a happy and harmonious place where pupils thrive as growing young people and as learners. Within the constraints of their special needs, they are prepared as well as possible for the next stage of their education and their future lives. Parents and carers are uniformly supportive of the school. The comment of one reflects the feelings of many: 'The school is fantastic. The teachers and staff are wonderful and work brilliantly with my child. She really enjoys being at school and can now do so much.' Children in the Early Years Foundation Stage make a good start to their schooling. Caring and sympathetic staff help them settle quickly. Their individual learning needs are recognised as a first step to planning specific activities and support that result in all children making equivalently good progress against their starting points in each of the early learning areas and outstanding progress in improving their communication skills. By

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Main findings

the time they enter Year 1, even those with the greatest difficulties in communicating know the rules and expectations for learning. Between Year 1 and Year 6, the focus of the curriculum is to help pupils become as independent as possible. Outstanding teaching of a precisely planned curriculum helps pupils realise outstanding gains in their personal and social development, and in gaining communication skills and the basic skills of numeracy. For the lowest attaining pupils especially, the curriculum focuses less on reading and writing skills. Nevertheless, through the use of pictures, signs and symbols pupils make good progress in reading and writing. The school takes great pride in the way the pupils are looked after. All staff, including the lunch-time staff and administrators, have outstanding relationships with the pupils. They trust staff and see them as their friends who will always help them if they are bothered or

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Main findings

distressed. It is not surprising that pupils say they like school. Most attend regularly and when they do not attend it is most often because of their fragile health. They know that school is a place for work and they are committed to doing their best in the lessons. Their good attitudes and outstanding behaviour are important contributors to their high quality learning. As they move through the school they gain an excellent understanding of the importance of being safe at all times and what to do if they feel troubled; and they gain a secure awareness of right and wrong. Many show maturity when they have choices to make, including those to do with staying safe and when they choose healthy food at lunch times. Over a time of change, the senior management team have used the self-evaluation procedures very effectively to improve the school. They know the strengths and weaknesses well very well. Movement into the new building was accomplished very

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Main findings

smoothly and the considerable support provided to the newly qualified teachers has allowed them to quickly gain the specific skills and techniques required to be fully effective

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

in their work. The very close links between school staff, specialist teachers and multi- agency staff, together with the outstanding facilities within and around the new building, help staff to fully meet the learning and additional needs of all pupils. The headteacher has led important improvements in the school over a time of change, most notably in the better progress of pupils and better teaching. She and the Chair of the Governing Body are enthusiastic and committed to driving the school even further forward. They know that the assessment procedures work very well for recording and tracking progress against curriculum plans and for helping plan lessons made up of tasks that are always right for each pupil; not too hard and not too easy. Nevertheless, this information needs to be mapped against national information for children and pupils in other similar schools in order to gain a precise judgement on how well children in the Early

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Years Foundation Stage and pupils throughout the school are doing in their learning. Since the last inspection teaching is better and pupils are making more progress. Gaining the Leading Parent Partnership Award is helping parents and carers to be more effective in supporting the work of the school and the range of learning experiences has been broadened through, for example, the Me2 extended schools initiative. These, and other improvements, show the capacity for sustaining improvement to be outstanding.

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What does the school need to do to improve further?

 Put in place procedures that accurately judge the progress children and pupils make against equivalent children and pupils in similar schools nationally.

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Outcomes for individuals and groups of pupils 1

The effect of their special educational needs limits the levels at which pupils are able to attain. Most enter the school with levels well below those expected for their age. Pupils in all year groups make better progress in moving toward independence and in learning to communicate than was the case at the last inspection. This includes the minority of girls and those with the most severe and complex learning difficulties, including those with autism and vision difficulties. All make outstanding gains in learning to be as independent as is possible in preparation for the challenges of the next stage of their education. They do well in physical education and sports because of the school's link with the specialist sports school and the opportunities offered by the high quality indoor and outdoor facilities of the new building. The strong relationships pupils have with their teachers and teaching assistants help them

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Outcomes for individuals and groups of pupils 1

to be comfortable and confident as learners. Because of this, most lessons are enjoyable events characterised by pupils' outstanding behaviour and by the serious efforts they make to do their best for the adults, even when they are tired or feeling the effects of medication. For example, in a lesson in art, pupils were excited about scrunching up different types of paper to make different noises before they created a collage. Those with the greatest difficulties with learning glued coloured paper of their choice to a backboard while those with the fewest difficulties explored symmetry by making a collage with equivalent colours on each half of the backboard. Over the full duration of the lesson, all pupils worked hard on their tasks and had fun doing so as they made outstanding progress against their individual lesson targets. Pupils have a clear awareness of the importance of staying healthy. Many have fragile

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Outcomes for individuals and groups of pupils 1

health and know the value of taking their medication. Regular visits to, for example, the

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

physiotherapist or occupational therapist make clear to pupils the need to maintain flexibility and increase strength. School dinners always include healthy food and a good choice of fruit. The school council meets regularly and members are aware of the support for charitable causes, such as Comic Relief. They gain outstanding awareness of the needs of the local community through their many visits to local places, such as the Black Country Museum and the City Learning Centre, and to the local shops and parks in support of their learning. Each pupil is eligible to take part in two residential visits over their time at school. These are much enjoyed and are very valuable in raising awareness of the wider world. Pupils' cultural differences are celebrated through the special days of different religions and countries. The outstanding gains pupils make in their self-confidence and self-esteem support a good awareness of spiritual issues, such as the importance of trust

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 1

Taking into account: Pupils' attainment¹ *

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Pupils' achievement and the extent to which they enjoy their learning 1

The quality of pupils' learning and their progress 1

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Pupils' achievement and the extent to which they enjoy their learning 1

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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1

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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The extent of pupils' spiritual, moral, social and cultural development 2

is low * In some special schools inspectors do not make a judgement about attainment in relation to expectations of the pupils' age.

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How effective is the provision?

Teaching is outstanding because lessons routinely are made up of tasks that match very well with the specific learning needs of each pupil. This means that pupils work on tasks that are right for them, not too hard and not too easy. This is possible because in each of the subjects curriculum plans provide for small step learning. Additionally, assessment

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

procedures against the small steps give teachers a clear knowledge of what pupils know and can do. The outstanding progress they make against their targets is the result of this. The skill and commitment of the teaching assistants is another important contributory factor: they are generous in number and are skilled in the use of additional communication strategies, such as picture exchanges and signing. Routinely, they are deployed well and provide expert support for learning. The curriculum has been carefully thought through to match the primary need of pupils, which is to gain the skills of independence as best they can. It matches outstandingly well with their personal and social needs, especially the need to communicate increasingly effectively, by providing many opportunities to practise emerging speaking and listening skills through lateral progression over all subjects and through enrichment opportunities

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

provided by the extended schools project. Resources are plentiful, from small size apparatus to large outside equipment such as carts and tricycles, and there are many interactive white boards. Of very high quality are the specialist rooms for the subjects, such as the art room and the design and technology room, and the rooms for multi- agency personnel, including the physio, occupational and speech and language therapists, the specialist teachers for vision and hearing impairment and the nurse. Of similarly high quality are facilities such as the swimming and hydrotherapy pools and the outside play and learning areas. Collectively, these work very effectively in extending pupils' learning experiences and in supporting their full and equal access to all curriculum opportunities. Pupils are looked after and supported outstandingly well. Each pupil is well known as an individual with an emerging personality and preferred learning styles. Each gains the

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

expert help and advice they need to support them in growing toward independence and in their learning. The link between the work of the multi-agency team and school staff is seamless. More often than not multi-agency personnel are in lessons working together with teachers and teaching assistants. The result is that, whatever the needs of pupils, the highly effective cooperative work of the multi-agency and school staff results in pupils attending to their learning for longer periods of time with greater vigour. The outstanding progress they make in becoming as independent as possible and in their learning is testament to this and is the primary reason the school recently gained the Me2 award for the way it prepares pupils for more inclusive situations. The additional provision as outlined in pupils' statements of special educational needs is met in full. All reasonable steps are followed to improve the attendance of the small number of pupils who do not

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

attend regularly. Transition arrangements for the next stage of education are well established and provide very effective support for both pupils and their parents and carers.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 1

Taking into account: The use of assessment to support learning

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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How effective are leadership and management?

The school is a joyous place in which to learn and to work because staff are unified behind the headteacher and trust and respect her as a leader and a manager. Since the last inspection the outcomes of rigorous self-evaluation have provided clear guidance in helping her steer the school with vision and authority. Positive developments, most notably improving teaching and progress, show the strength and effectiveness of the senior leadership team. The exacting procedures for monitoring and evaluating teaching, and for supporting teachers, have resulted in more teachers teaching a greater proportion of outstanding lessons than hitherto. Driving lesson planning for each subject through the school's small-step curriculum has many advantages, and these outweigh the single disadvantage of not being able to accurately match progress on the small steps to national scales for judging progress, such as the Foundation Skills Profile and Progression

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How effective are leadership and management?

Guidelines. Senior leaders know this and have worked hard to re-moderate the speaking and listening assessment as a first step to gaining an accurate match with national measures for other subjects. Governors have taken a full part in planning for development and follow rigorous procedures to ensure pupils are safe at school. The newly appointed governors considerably extend the collective base of skills and experience of the governing body. Governors are now fully capable of taking a greater role in challenging and supporting senior leaders in maintaining the very high standards seen across the school. Safeguarding procedures are very thorough. Parents and carers and pupils see the school as a very safe and secure place. There is no discrimination of any sort and a strength is that all pupils have equal access to all the school offers. Due regard has been paid to community cohesion. Pupils have a very good knowledge of their local community through many well-

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How effective are leadership and management?

established links and their regular visits to local places. Experiences of communities outside of the local area are primarily gained through residential visits. International links are being established. The impact of partnerships is having a very positive effect on pupils' progress. Partnerships with other schools provide outstanding support for the work of the school, especially in promoting inclusion opportunities. The partnership with parents and carers is having a very positive impact on their children's learning and their health and welfare. The home/school diaries are valued as a means of daily communication with the class teacher, as are the newsletters and web site. The home visits are very much appreciated and many parents and carers take advantage of the bi-weekly coffee mornings and training sessions to learn, for example the skills of Makaton and picture exchanges, feeding techniques and the management of behaviour. One parent

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How effective are leadership and management?

commented: 'The school does more than I thought it could for my daughter in helping her learn and in becoming more independent. It meets all our needs because it also educates us in dealing with our daughter.'

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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1

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Children make a good start in the Early Years Foundation Stage. This key stage is purposeful and well organised because leadership and day-to-day management are good. In a safe, secure and comfortable environment children, together with their parents and carers, develop strong relationships with staff. Teaching is good and children make good progress over all the early learning areas and outstanding progress in improving their communication skills. The curriculum is broken down into small steps and this advantages planning for individual learning. However, assessment links between the small steps and relevant national measures of progress are not secure enough to authoritatively judge the comparative progress of children with that elsewhere.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

The effectiveness of leadership and management of the Early Years Foundation Stage

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Views of parents and carers

The parents and carers who returned the questionnaire or who talked to an inspector were uniform in their praise for all aspects of the school. Overall, they are happy with the school because their children enjoy school and that know that they are safe there. They agree that the school is led and managed very effectively and that their children make good progress in preparation for the next stage of their education. One parent said wistfully. 'I would be very pleased if my son could stay here forever'.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at The Orchard School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 38 completed questionnaires by the end of the on-site inspection. In total, there are 129 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 31 82 7 18 0 0 0 0 The school keeps my child safe 29 76 9 24 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 29 76 9 24 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 24 63 13 34 1 3 0 0

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Total % Total % Total % Total %

The teaching is good at this school 28 74 10 26 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 26 68 12 32 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 22 58 16 42 0 0 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 18 47 17 45 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 26 68 12 32 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 23 61 15 39 0 0 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 24 63 13 34 1 3 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 26 68 12 32 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 28 74 10 26 0 0 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with the latest published official statistics about maintained school inspec tion outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of The Orchard School, Oldbury, B68 8LD

It was a pleasure for me and my colleague to meet and spend time with you when we visited your school. Thank you for making us welcome. We found your school to be an outstanding school. These are some of the things we especially liked. The outstanding progress you make in your learning and in developing as independent young people. The outstanding way you behave and work hard in your lessons. That you feel very safe and are happy at school. That you are learning what is right for you so that when you leave you are prepared very well for your next school. The outstanding way your headteacher, the staff and others who work at the school help you in your learning and in growing up. The way in which your leaders provide extra opportunities for your learning through linking with other schools and through the Summer School and after school clubs. There is one thing that should be done better. Your leaders and governors need to

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Inspection of The Orchard School, Oldbury, B68 8LD

improve the way they check on how well you are doing in your learning against other pupils in similar schools. This is a good way of showing just how hard you work and how good you are at your learning. You can all help, too, by always behaving as well as you did and working as hard in all your lessons as you did when my colleague and I visited your classrooms.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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