Orchard Meadow Primary School

Inspection of Orchard Meadow Primary School Wesley Close, Oxford OX4 6BG

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

p.1

Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 29 and 30 June 2022

p.1

What is it like to attend this school?

Pupils recognise the exciting things that are happening at Orchard Meadow. They get a good deal because leaders are focused on bringing out the ‘best in everyone’. Each class is known as a family. Pupils look forward to the weekly ‘Pride’ assemblies where leaders showcase how well pupils are doing.

p.2

What is it like to attend this school?

New leadership has revitalised expectations. Pupils know that adults believe in them. This empowers pupils to work hard and persevere. Adults are always on hand to boost pupils and steer them to success. Pupils welcome how leaders ensure that everyone behaves. The school’s motto: ‘be kind, be ready, be safe’ develops pupils’ personal responsibility. Bullying does not worry pupils. They know that adults are there to help. Pupils, therefore, feel calm and safe.

p.2

What is it like to attend this school?

There is much on offer for pupils. Leaders enrich pupils’ horizons with first-time experiences. Pupils love singing and have worked with a philharmonic orchestra. They visit museums and art galleries. Students from an independent boarding school visit weekly to work with pupils. Together, they cook, play sport and try out new experiences.

p.2

What is it like to attend this school?

Pupils are encouraged to be leaders. They take their roles seriously. Prefects and play leaders do important work for the good of all.

p.2

better?

The new executive principal and head of school have made a stunning start. Their vision and plans are ambitious. The trust has provided excellent support in resourcing leaders’ plans to build positively on what has come before. The school’s improvement plan is precise and focused on the right things to further embed the successful changes.

p.2

better?

Pupils with special educational needs and/or disabilities (SEND) get what they need. Leaders use robust systems to identify and meet pupils’ needs. Strategically, leaders have set up their own bespoke enhanced provision within the school. It provides therapeutic and targeted support for some pupils. Parents and carers speak highly of this work as they feel it has transformed the education for these pupils. Leaders are clear that everyone learns the same curriculum. There is always the focus on getting any pupil back into class. If a pupil requires intensive therapy, leaders can access remotely what is taught in the lesson. This means pupils do not miss out on learning.

p.2

better?

The trust ensures that staff have continued access to expert phonics training. Regular ‘development days’ keep the reading leader up to date with best practice. Staff appreciate how the reading leader ‘jumps in’ to coach and fine tune what they do. There is total commitment to following all aspects of the phonics programme. Leaders assess pupils accurately. Daily one-to-one additional sessions provide pupils 29 and 30 June 2022

p.2

3

with precise teaching to help them catch up. However, the disruption caused by COVID-19 has significantly impacted upon the youngest pupils learning to write. Leaders are focused on catching these pupils back up to where they should be.

p.3

3

Across all year groups, the curriculum is well sequenced with knowledge and skills in the right order. Well-informed subject leaders are clear about what is taught when and why. However, some teachers are not secure about this. They are not clear about what pupils must be able to do by the end of a school year. Consequently, teachers can set work that does not help pupils learn the intended knowledge.

p.3

3

In early years, a similar picture emerges. Adults set up activities from which children can choose. However, some of these do not work well. As a result, children do not end up practising what they have been taught. When adults work directly with children, they provide better quality interactions. These help children focus on the learning and play.

p.3

3

Leaders have started supporting teachers to implement the curriculum more effectively. In mathematics for example, teachers activate pupils’ memories by reviewing prior content. Teachers question pupils and re-explain concepts if needed. They carefully check pupils’ understanding.

p.3

3

In lessons, pupils know they must behave. They do this well and are motivated to learn. Adults adopt consistent routines, but some younger pupils do not follow instructions the first time.

p.3

3

The school is highly inclusive. Pupils embrace difference and know it does not matter what somebody looks like. All pupils are offered the same opportunities, for example different sports and the arts. Leaders prioritise pupils’ physical and mental health very well.

p.3

3

Trustees and governors know what to do. They are highly skilled and provide excellent challenge. Trustees scrutinise how the local governing body firmly holds leaders to account. The trust is wholly committed to staff’s professional development. Staff are happy and they value how leaders look out for them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders unwaveringly keep pupils safe. The safeguarding team probe and challenge to ensure pupils get the support they need. Leaders work closely and proactively with other agencies and share intelligence. Leaders go the extra mile.

p.3

Safeguarding

Any safeguarding concerns are well documented. Leaders make swift referrals. The trust provides comprehensive training that helps staff raise any concerns immediately. Leaders are highly alert to risks in the area. They educate pupils well about how to protect themselves. 29 and 30 June 2022

p.3

4

Pupils know to tell an adult if they are worried. Pupils know how to use online apps safely. They recognise the dangers of social media.

p.4

(Information for the school and appropriate authority)

 Teachers are not fully clear about the curriculum end points pupils must achieve. Sometimes, teachers do not set the right work to reflect the school’s ambitious curriculum. This impacts on how well pupils are prepared for the next stage of their education. Leaders need to develop teachers’ subject and pedagogical knowledge to ensure that pupils learn the curriculum successfully.  The pandemic has meant some younger pupils are behind in their writing transcription. These pupils are not meeting age-related expectations. Leaders need to continue with supporting teachers to rapidly help pupils catch up.  In early years, staff do not always know how best to deliver the planned curriculum. Occasionally, their decisions around child-initiated play do not achieve leaders’ intended purpose. Leaders need to train teachers in early years to have the pedagogical understanding to ensure children build successfully on prior

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. 29 and 30 June 2022

p.4

School details

Inspection number 10227836 Type of school Primary

p.5

School details

Headteacher Claire Ferens (executive principal) Sue Patrick (head of school) Website www.orchardmeadowprimary.com

p.5

School details

Date of previous inspection Not previously inspected

p.5

Information about this school

 The school opened as part of United Learning Trust in 2018. When its predecessor school, with the same name, was last inspected by Ofsted in 2016, it was judged to require special measures.  In April 2022, the executive principal and head of school started in their roles.  The school does not currently use any alternative provision.

p.5

Information about this inspection

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

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the executive principal and other senior leaders, staff and pupils. They also met with the trust’s regional director. The lead inspector met remotely with the chair and vice chair of the local governing body. He held a telephone conversation with a trustee. 29 and 30 June 2022

p.5

6

 The inspection team carried out deep dives into these subjects: early reading, mathematics, art, music and physical education. To do this, they met with subject leaders, looked at curriculum plans, had discussions with staff and pupils, visited lessons and looked at pupils’ work.  Pupils across the school were observed reading to a familiar adult by the lead inspector.  To evaluate the effectiveness of safeguarding, inspectors spoke with staff and pupils. The lead inspector met with the designated safeguarding leads to examine records and actions. This included sampling a range of safeguarding documentation. A team inspector reviewed checks on the safer recruitment of adults.  Inspectors talked to pupils from different year groups about their learning and experiences at school.  The views of staff, pupils and parents were gathered through discussions and Ofsted’s online surveys.  The inspection team scrutinised a range of documentation provided by the school.

p.6

6

This included leaders’ self-evaluation and school development priorities, policies, curriculum documents, published information about pupils’ performance, pupil premium strategy and minutes of the board of trustees and local governing body.

p.6

Inspection team

James Broadbridge, lead inspector Her Majesty’s Inspector

p.6

Inspection team

Jon Hills Ofsted Inspector 29 and 30 June 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