Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Amy Blackburn Headteacher Ormesby Primary School Henry Taylor Court Ormesby Middlesbrough Cleveland TS7 9AB

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Serious weaknesses monitoring inspection of Ormesby Primary School

This letter sets out the findings from the monitoring inspection of your school that took place on 4 May 2023, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and was the second monitoring inspection since the school was judged to have serious weaknesses following the graded (section 5) inspection that took place in June 2022.

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Serious weaknesses monitoring inspection of Ormesby Primary School

During the inspection, I discussed with you and other senior leaders, the CEO of the multi-academy trust and the chair of governors, the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. I also met with other curriculum leaders, looked at curriculum planning, visited lessons, spoke to pupils and listened to pupils read. I have considered all this in coming to my judgement.

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Serious weaknesses monitoring inspection of Ormesby Primary School

Ormesby Primary School remains inadequate and has serious weaknesses.

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Leaders have made progress to improve the school, but more work is

necessary for the category of concern to be removed.

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designation

You have sustained the improvements identified during the last monitoring visit. The majority of pupils report feeling happy and safe in school. They know how to report any concerns that they have and feel confident to do so. Older pupils talk positively about the impact of the changes in school. They describe it as ‘a different place’. While the behaviour of a small minority of pupils is still challenging and can still disrupt lessons, you are taking action to support these pupils.

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designation

While behaviour and safeguarding practices remain a priority, following the previous monitoring visit, you have shifted focus to consider the wider curriculum. Leaders have now ensured that, for each subject, what pupils will learn has been carefully considered. This has been mapped out from Nursery to Year 6 so that pupils will be able to build their knowledge over time. You are in the process of designing assessment systems that match this new curriculum.

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designation

You recognise the role of personal development in securing long-term improvements in pupils’ behaviour. You have prioritised creating a strong curriculum in this area and this is being delivered. The impact of this is already beginning to be evident. In discussion with pupils, they had a strong understanding of respect, consent and bullying.

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designation

Staff training has taken place around delivery of the phonics scheme and is ongoing. The phonics scheme is in place and being delivered daily. There is more work to do to ensure the consistency of the delivery of this curriculum. There are still too many older pupils who are not fluent readers. You are beginning to consider how to foster a culture of the love of reading across the school.

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designation

Leadership of mathematics is in transition. A new leader has been appointed and will take up post in September 2023. The curriculum for mathematics is in place and is being delivered. Staff are adapting this curriculum to address the many gaps in foundational knowledge for older pupils. This is an area that continues to be a priority for improvement.

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designation

The delivery of the curriculum across the school remains inconsistent. Sometimes, activities are not well matched to what teachers want pupils to learn. The subject knowledge of staff means that, occasionally, explanations are unclear. At times, questioning is not used effectively to check what pupils know and remember. You have already made staff training around teaching and learning a focus. This continues to be an area for development.

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designation

Leaders from the trust and governors continue to support the school in their improvement journey. Trust leaders have an accurate picture of the school’s strengths and next priorities. They have made key staffing appointments that are intended to build sustainable leadership. There are also various networks and staff from the trust that continue to work closely with you to support progress. Governors have completed a range of training, including enhanced safeguarding, to ensure that their ability to challenge leaders continues to develop. I am copying this letter to the chair of the board of trustees and the chief executive officer of the Ironstone Academies Trust multi-academy trust, the Department for Education’s regional director and the director of children’s services for Redcar and Cleveland. This letter will be published on the Ofsted reports website.

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