Orion School

Inspection of Orion School 14246, Western Road, Hockley, Birmingham B18 7QD

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Requires improvement

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

School leaders have created a safe environment, based on family values. Pupils are well looked after. They say that they enjoy coming to school because everyone is respected as an individual. The school offers a fresh start to pupils who have missed a great deal of previous learning. For some, this is their first experience of feeling like they belong.

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What is it like to attend this school?

Pupils participate well in their learning because teachers understand their needs and make sure these are met. Pupils improve their skills in English and mathematics through an ambitious curriculum and supportive relationships. However, some areas of the curriculum are less well developed, and pupils do not retain knowledge as well. That being said, pupils are proud of their achievements.

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What is it like to attend this school?

Consistently high expectations mean that most pupils behave well. Cases of bullying are rare. If incidents do occur, they are resolved quickly. Pupils show respect for one another. The school celebrates diversity.

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What is it like to attend this school?

Work to develop pupils’ character is exemplary. Pupils benefit from a wide set of rich experiences. Some pupils told inspectors that this was the first time they had been on school trips.

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better?

Leaders want the best for their pupils. They have developed a curriculum focused on re-engaging pupils who have had negative experiences of school in the past. They aim to give pupils a second chance to learn and achieve. Pupils do well in English and mathematics. Teachers are knowledgeable and understand what pupils need to learn. The curriculum content is engaging because it is linked well to pupils’ interests, for example looking for symbolism in text using modern song lyrics. Teachers take into account pupils’ special educational needs and/or disabilities and that they have missed significant amounts of education when planning learning so that pupils can access the curriculum and engage well.

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better?

Vocational learning is strong. For example, pupils do well in motor vehicle studies because the curriculum is well planned with plenty of practical opportunities. Links with colleges provide pupils with the skills they need to access appropriate programmes. Careers education is relevant and linked to pupils’ aspirations. Pupils are well prepared for their next steps.

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better?

Some other areas of the curriculum are less developed. Pupils do not do as well in history and physical education, for example, because their experiences are not connected well to previous learning. This means they are less able to remember and make links to what they already know. Leaders know this, and while there are convincing plans in place to develop the wider curriculum, this is not yet consistent across all subjects. 4 to 6 July 2023 Most pupils arrive at the school as reluctant readers. Teachers work hard to encourage pupils to read, by linking books and extracts to interests and providing praise and encouragement. While some pupils are reading fluently and with confidence, this is not yet the case for all.

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better?

The curriculum for personal, social and health education is carefully planned. Leaders use their contextual knowledge and make sure that pupils learn about risks including gangs and drug and alcohol abuse. The relationships and sex education curriculum focuses on areas such as safe and appropriate relationships. Pupils know and understand how to develop healthy relationships.

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better?

Leaders set high expectations for behaviour. Staff model principles, including good manners, consistently. The majority of pupils respond well and display positive attitudes towards their learning and peers over time. Relationships between adults and pupils are supportive.

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better?

The school’s work to support pupils’ holistic development is exceptional. Leaders think carefully about enriching pupils' access to social and cultural events, which pupils enjoy. Many pupils have limited experiences and have not experienced school trips before. Visits are well planned and provide pupils with an appreciation of diversity, respect and tolerance. Learning is brought to life, for example when pupils visited the police museum to support learning about crime and punishment. Pupils also access recreational visits to parks and leisure facilities. Often these experiences reach into the community.

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better?

Staff speak highly of school leaders. They say leaders are considerate of well-being and recognise the challenges of their roles. Processes for quality assurance are effective. Staff are supported to continually improve their skills. Leaders ensure regular opportunities for professional development to support teaching practice and subject knowledge.

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better?

Through strong leadership, the ethos and values of the school are well established. The work of the proprietor is extensive, supporting the leadership team and the development of the school. The proprietor is aware of statutory responsibilities. There are robust systems in place to ensure consistent compliance with the independent school standards. The school is inclusive, the detailed accessibility plan ensures that the school complies with the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The safeguarding policy is publicly available on the school’s website. It is written with due regard to guidance from the Secretary of State.

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Safeguarding

Leaders know their pupils and are quick to take appropriate action when concerns arise. Records are clear and well maintained. Leaders have strong local links and signpost pupils and families to relevant external agencies. They are in tune with 4 to 6 July 2023 localised risks and use these to inform the curriculum. Pupils learn about safety and know how to keep themselves safe online.

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Safeguarding

Staff follow the process for raising concerns about a pupil. They take swift and decisive action. Child protection and safety are central to the school’s work.

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(Information for the school and proprietor)

 Some areas of the curriculum are not as well developed as others. This means that teaching does not build on what pupils can already do. Pupils are unable to make connections in their learning, and therefore they do not retain as much content as they could. Leaders should ensure that the curriculum builds on pupils’ existing knowledge so they can learn and remember more.  Pupils are reluctant to read and, at times, display negative attitudes towards reading. They do not experience and enjoy a wide range of genres independently. Leaders should continually prioritise reading so that pupils engage with enthusiasm and develop their confidence, fluency and a love of reading.

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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.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 4 to 6 July 2023

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School details

Annual fees (day pupils) £90.00 to £138.00 per day

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School details

Email address georgina.mendez@orionschool.co.uk

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School details

Date of previous inspection 29 June to 1 July 2021 4 to 6 July 2023

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Information about this school

 Orion School offers places to pupils with social, emotional and mental health difficulties. Places are commissioned by local authorities, including Birmingham and Warwickshire. Surrounding schools also refer pupils to Orion School.  The school does not make use of alternative provision.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.

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Information about this inspection

 Meetings were held with the headteacher and senior leaders. The inspectors also met with the proprietor and spoke with the chair of the governing body by telephone.  Inspectors carried out deep dives in these subjects: English, including reading, mathematics, personal, social and health education and vocational learning. Inspectors met with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector met with the designated safeguarding leads. Leaders’ processes for identifying, reporting and managing concerns were examined. Inspectors spoke to all staff to check their knowledge of safeguarding and the school’s procedures. Inspectors also met with pupils. The school’s single central record was also checked.  A number of documents and key policies were scrutinised, including risk

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Information about this inspection

assessments and policies relating to the curriculum, behaviour, anti-bullying, health and safety and complaints. Inspectors toured the premises to check for compliance with the independent school standards.

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Inspection team

Melanie Callaghan-Lewis, lead inspector Ofsted Inspector

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Inspection team

Russell Hinton Ofsted Inspector 4 to 6 July 2023 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.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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