The Orion Primary School

Inspection of The Orion Primary School Grahame Park Way, Mill Hill, London NW7 2AL

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Outstanding

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Overall effectiveness Outstanding

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since March 2015. 17 and 18 April 2024

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What is it like to attend this school?

Pupils are happy and proud to attend this school. They receive a high-quality education and achieve extremely well. Pupils benefit from a rich programme of personal development, which helps to develop their resilience and confidence. Pupils participate in an extraordinary range of opportunities beyond the curriculum. The school ensures that there are no barriers to what pupils can achieve. This includes pupils with special educational needs and/or disabilities (SEND).

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What is it like to attend this school?

From an early age, pupils learn to cooperate with each other and respect others. In the early years, staff make sure that children understand and follow clear routines. For example, they learn to listen, take turns and to persevere when a task is difficult. Incidents of bullying are very rare. Pupils’ behaviour is exemplary. They are polite and well mannered.

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What is it like to attend this school?

Pupils care for each other and are keen to take on different leadership roles. For example, pupils act as ‘kindness champions’ to support younger pupils playing games in the playground. Pupils are encouraged to share their worries with staff. Staff respond promptly to individual concerns. This helps pupils to feel safe in school.

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better?

Leaders, including those responsible for governance, are crystal clear about their vision. In line with this, they work together to make the school ‘happy, harmonious and hopeful’ so that every child has the chance to shine. The highly ambitious curriculum combines academic study with a broad range of exciting experiences.

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better?

Staff have a deep knowledge of the curriculum. They know precisely what pupils need to learn and remember over time. Staff have subject expertise and are supported through their staff training to deliver the curriculum exceptionally well. Staff regularly check pupils’ understanding in lessons and make sure that no pupils are left behind. Staff are quick to rectify any misconceptions and gaps in pupils’ knowledge. Their guidance ensures that pupils gain an in-depth understanding of the topics and subjects that they study. Pupils are very well prepared for the next steps in their education.

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better?

The school prioritises reading. Pupils access a rich range of texts across the curriculum. They are happy to share their love of reading and explain how they read widely and often. Children in the early years learn to read as soon as they start school and enjoy a rich variety of songs, stories and rhymes. Pupils at the early stages of learning to read use books that match the sounds they know. This ensures that pupils can build up their confidence and fluency in reading. Through the school’s ‘Word Up’ programme, pupils develop their vocabulary and discussions skills. Skilful interventions and support from staff ensure that pupils who find reading more difficult catch up quickly. 17 and 18 April 2024

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The school has high expectations of pupils, including those with SEND and pupils in the additionally resourced provision. Staff identify pupils’ needs accurately and put personalised support in place. This begins in the Nursery Year, with clear communication between the school, parents and carers and a wide range of professionals who provide specialist support. This ensures that pupils with SEND get the support that they need as early as possible. Consequently, they flourish, achieve well and participate fully in school life.

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Pupils take pride in their work and behave exceptionally well. Leaders work with parents to encourage high attendance rates. Pupils are polite and their responsible behaviour contributes to the calm and purposeful atmosphere around the school.

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The school promotes equality and values diversity. Pupils are taught about the importance of tolerance and respect. Various activities are on offer to help broaden pupils’ cultural understanding. For example, pupils visit art galleries and experience live music and performances in the school’s theatre. Pupils support others through charitable initiatives. These experiences, and many more besides, ensure that pupils are fully prepared for life in modern society.

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The school considers the workload and well-being of staff when making decisions. Staff and governors are dedicated to children, pupils and families in the community. Governors provide highly effective support and challenge to school leaders. Staff are proud to work at the school. Parents could not praise the school enough. Many described the school as ‘fantastic’.

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Safeguarding

The arrangements for safeguarding are effective.

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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.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with SEND; pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after 17 and 18 April 2024

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children (children in local authority care) and/or children who left care through adoption or another formal route). 17 and 18 April 2024

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School details

Appropriate authority The governing body

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School details

Chair of governing body Nagus Naventhiva

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School details

Dates of previous inspection 12 and 13 March 2015, under section 5 of the Education Act 2005.

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Information about this school

 The school is part of the Gold Star Federation, which includes one other local school, Goldbeaters Primary School.  The school does not use any alternative provision.  The school has an additional resourced provision, ‘The Jets’. The provision caters for pupils with autism and has places for up to 21 places aged four to 11.  The school has a Nursery provision for two-year-olds, offering part-time funded places for up to 15 hours per week.

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Information about this inspection

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

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision. 17 and 18 April 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in reading, mathematics, science, history and physical education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects.  Inspectors met with the headteacher and the co-headteachers, subject leaders and a sample of teaching and support staff, including teachers in the early stages of their teaching career. Inspectors met with the leaders with responsibility for pupils with SEND, behaviour and personal development.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single

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central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors examined a range of school documentation, including leaders’ self- evaluation, the school development plan and documentation relating to pupils’ behaviour, attendance and governance.  The lead inspector listened to a sample of pupils in Years 1 to 3 read to a familiar adult. Inspectors met with groups of pupils from across the school.  The lead inspector met with governors and a representative of the local authority.  The views of parents, staff and pupils were considered through discussions and from the responses to Ofsted’s questionnaires, including Ofsted Parent View.

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Inspection team

Phil Garnham, lead inspector His Majesty’s Inspector

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Inspection team

Jeff Cole Ofsted Inspector 17 and 18 April 2024

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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 looked after children, safeguarding and child protection.

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