Orchardside School

Inspection of Orchardside School 230 Bullsmoor Lane, Enfield EN1 4RL

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Requires improvement 2 and 3 March 2022

p.1

What is it like to attend this school?

Many pupils arrive with a negative view of education. This does not last for long. Pupils want to attend school every day because they enjoy it. They report that staff genuinely care. It is not just a job to them. Staff are patient, kind and respectful towards pupils. Pupils show respect in return.

p.2

What is it like to attend this school?

Pupils follow timetables that reflect their interests. They enjoy being in small classes. Teachers can give pupils more attention. Pupils can concentrate better. They begin to develop confidence. Staff encourage them to catch up on missed learning so they can have a better future. Pupils are well supported in taking their next steps. For some this involves returning to mainstream school. For others this means continuing their education through an apprenticeship or at college. All Year 11 pupils have completed a work experience placement.

p.2

What is it like to attend this school?

Typically, the school is calm. Pupils improve their behaviour because they want to learn. They said that there is a family atmosphere in school. Some pupils enjoy participating in sports such as football, trampolining and basketball. Bullying rarely happens. If it does, pupils can speak to any member of staff. They know that staff will resolve the issue with sensitivity.

p.2

better?

Staff assess pupils as part of their induction to the school. Teachers use this information to identify gaps in pupils’ learning. They provide a timetable which meets pupils’ needs. For example, pupils who struggle with reading learn how to sound out words.

p.2

better?

Pupils with special educational needs and/or disabilities get the extra help they require. For some, this is in the form of in-house speech and language therapy. Teachers make adaptations in lessons. They provide pictures to help pupils understand unfamiliar words. Teachers meet often to review pupils’ progress.

p.2

better?

Staff offer well-sequenced programmes in each subject. Teachers build in opportunities to go back over content that pupils need to know. This helps pupils to remember it better in the long term. Teachers check pupils’ understanding regularly. They break the learning down into smaller chunks. Younger pupils find this approach motivates them to get their work done.

p.2

better?

In the younger years, pupils experience a broad and balanced offer. As well as English, mathematics and science, pupils enjoy art, humanities subjects, physical education (PE) and cooking. Each week, they spend a day off site involved in outdoor pursuits. This builds pupils’ resilience and their ability to cooperate with others. Older pupils experience a more flexible curriculum. While science and PE are available to pupils in Years 10 and 11, both subjects are currently optional. This means that, for a number of pupils, many of whom remain at the school throughout 2 and 3 March 2022

p.2

3

key stage 4, education in these subjects stops at the end of Year 9. Although recognising the desire to make curriculum programmes bespoke for each pupil, it is nonetheless important that all pupils take up opportunities to follow these important subjects. Ensuring that they do is an important area for improvement.

p.3

3

For the most part, pupils engage well with their learning. When they are more reluctant, teachers are skilful at drawing them into the lesson. They make learning relevant to topics of interest to pupils, such as the conflict in Ukraine. Pupils take pride in their learning. Over time they become more confident. Pupils read their work aloud and share ideas. Pupils do not have enough opportunities to read for pleasure. Rightly, leaders are developing plans for this as a priority.

p.3

3

Pupils appreciate the range of trips and clubs on offer. They can take part in competitive sports, after-school clubs and trips. The relationships and sex education curriculum builds on pupils’ knowledge each year. This helps pupils to recall what they have learned about topics such as consent. Pupils develop a moral perspective. Teachers encourage them to view situations from different points of view. Pupils learn how to manage their finances. Older pupils experience a coherent careers programme. This is not yet in place for pupils in Years 8 and 9.

p.3

3

Governors are experienced and knowledgeable. They are not afraid to ask questions of school leaders. Staff enjoy working at the school. They feel well supported, especially in managing their workload and well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders have trained staff to recognise pupils who may be at risk of harm. Staff know how to report any concerns quickly. They understand the significant contextual safeguarding risks in the local area. These include child criminal and sexual exploitation. Leaders draw on the expertise they have on site, as well as making referrals to social care and the police. Pupils learn how to keep themselves safe through the enrichment curriculum and assemblies.

p.3

Safeguarding

Leaders ensure that they make appropriate checks on staff. These help to guarantee that staff are suitable to work with pupils.

p.3

(Information for the school and appropriate authority)

 Leaders provide helpful careers information to pupils in Years 10 and 11. This is not yet in place for younger pupils. Leaders should plan a well-sequenced careers programme for pupils in Years 8 and 9. This will help to increase their ambition and levels of motivation. 2 and 3 March 2022

p.3

4

 Leaders have adapted the curriculum to help develop pupils’ literacy skills. While many pupils can read well, they do not always enjoy reading. Leaders should implement their plans to promote reading for pleasure across the school. This will further develop pupils’ confidence in this key area of their learning.  While science and PE are offered to pupils in Years 10 and 11, a number of pupils who remain at the school for key stage 4 do not study these subjects. Leaders should ensure that pupils take up programmes in these important areas of the curriculum. This is to ensure that they are thoroughly prepared for their future lives.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 2 and 3 March 2022

p.4

School details

Inspection number 10212269 Type of school Pupil referral unit

p.5

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection 13 and 14 June 2018, under section 5 of the Education Act 2005

p.5

Information about this school

 Orchardside school provides full-time education for pupils who have been permanently excluded and those at risk of permanent exclusion from their mainstream schools. The school provides a timed turnaround provision for younger pupils to help them reintegrate back into mainstream education.  Some pupils who attend the provision have complex social, emotional and behavioural needs.  A large number of pupils arrive at the school with undiagnosed special educational needs and/or disabilities. Many of these undergo assessment for education, health and care plans.  The school uses six different alternative providers. These are: the Alternative Centre of Education; The College of Haringey, Enfield and Northeast London; Focus 1 st Academy; Footsteps Academy; the Boxing Academy; and Hertford Regional College.  The school uses two providers of tuition. 2 and 3 March 2022

p.5

Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

p.6

Information about this inspection

This was the first routine inspection the school received since the COVD-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.

p.6

Information about this inspection

 Inspectors met with the chair of governors, the headteacher, the behaviour lead and the designated safeguarding lead. They spoke to other staff about a range of relevant issues.  Inspectors carried out deep dives in English, mathematics and PE. They looked at curriculum plans, visited lessons, reviewed pupils’ work, met with pupils to discuss their learning and met with teachers.  Inspectors also looked at the curriculum plans of the other subjects taught at Orchardside. They met with the heads of art, science and humanities to discuss their thinking about the curriculum.  Through discussions with leaders, staff, pupils and governors, inspectors considered the effectiveness of safeguarding. The inspection team spoke to staff about their workload in school.  Inspectors considered responses to Ofsted’s online surveys which were completed by staff and parents.

p.6

Inspection team

Lisa Strong, lead inspector Her Majesty’s Inspector

p.6

Inspection team

Alice Clay Her Majesty’s Inspector 2 and 3 March 2022

p.6

7

regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7