Orchard Lea Junior School

Inspection of Orchard Lea Junior School Kennedy Avenue, Fareham, Hampshire PO15 6BJ

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Good 2 and 3 July 2024

p.1

What is it like to attend this school?

New leadership has brought vision, high expectations and stability to this school. Pupils are now learning well. They are happy and enthusiastic, engaging in learning with vigour. Pupils are courteous, polite and show excellent manners. They behave well both in classrooms and at playtimes.

p.2

What is it like to attend this school?

Pupils and staff understand and follow the new behaviour policy successfully. Pupils love winning house points and nominating their friends for ‘star of the week’. They know the school’s learning behaviours of being ‘caring, resilient, collaborative, independent and reflective’ well. They show them in much of what they do. For example, pupils care for their environment through litter picking. They campaign to reduce plastic pollution. Pupils show resilience when learning is tricky and reflect on their work well when asked to improve it. They contribute to their school through the many roles of responsibility on offer, including being house captains, ‘e-cadets’ and librarians.

p.2

What is it like to attend this school?

Pupils feel safe. They learn how to keep themselves safe online, for example explaining top tips for healthy gaming well. They know staff will listen to them if they have a worry. Pupils appreciate the ‘time to talk’ pegs that they can place on their teachers’ desks when they have a concern and need a chat.

p.2

better?

The school has considered the important knowledge, skills and vocabulary that pupils need to learn and remember in all subjects carefully. Pupils study a broad curriculum in line with the national curriculum. Pupils with special educational needs and/or disabilities (SEND) benefit from well-considered adaptations to achieve as well as their classmates. The school has strengthened the role and expertise of staff effectively. They have trained subject leaders to make improvements to teaching and learning well.

p.2

better?

The school has transformed the teaching of reading since the previous inspection. Staff have received effective training. They teach pupils to read with expertise and confidence. They model reading well. Teachers check any gaps or weaknesses in pupils’ reading ability forensically. Any pupil who needs more support in phonics, reading fluency or accuracy receives well-tailored provision. Published results in 2023 in reading attainment and progress were significantly below national averages. This is not reflective of current pupils’ learning.

p.2

better?

Pupils’ work is of high quality. They take great pride in what they produce. In many subjects, pupils recall their knowledge accurately. For example, in art, Year 6 pupils can talk confidently about the different features of pop art and cubism art movements. However, in the past, curriculum planning and delivery has not been so strong. This legacy of underachievement means that, sometimes, current pupils have gaps in their knowledge. They find it hard to connect current learning to what they should have learned in the past. Teachers know exactly what to check on that 2 and 3 July 2024

p.2

3

pupils need to know for current and future learning. They adapt their teaching well to take this into consideration. In some subjects, the school has better systems in place for helping pupils recall and retrieve their learning over time. They should continue with their plans to implement effective processes to help pupils remember key knowledge over time.

p.3

3

This school is increasing the opportunities for pupils to enrich their learning beyond the classroom. All pupils in Year 4 learn a brass instrument and, in Year 5, play the keyboard. The personal, social, health and economic curriculum is well considered and sequenced. Pupils learn about online safety and healthy relationships well. Pupils have a strong understanding of equality and tolerance. They show great respect of each other and their differing needs.

p.3

3

Staff are proud to work at Orchard Lea Junior School. They appreciate the range of training on offer and the consideration that the school has for their well-being during the period of change. They are fully supportive of leaders and are deeply committed to the school’s next steps. Governors are well equipped to support and challenge school leaders on the next stage of the school’s journey.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In some foundation subjects, the curriculum and its delivery have not been strong enough in the past. This means that some pupils have gaps in knowledge. They cannot always connect their new learning to secure past learning well. The school should continue its work in identifying these gaps in pupils’ knowledge and addressing them so that pupils achieve consistently well in all subjects.

p.3

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.3

How can I feed back my views?

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

p.3

Further information

You can search for published performance information about the school. 2 and 3 July 2024

p.3

4

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (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 children (children in local authority care) and/or children who left care through adoption or another formal route). 2 and 3 July 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 17 and 18 May 2023, under section 8 of the Education Act 2005

p.5

Information about this school

 The executive headteacher took up her substantive role in October 2023.  The school does not currently use any alternative provision.

p.5

Information about this inspection

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

p.5

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continual impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held meetings with the senior leaders, and other school leaders, school staff and pupils. The lead inspector met with four governors, including the chair of the governing body. She held a telephone call with a representative from the local authority. 2 and 3 July 2024

p.5

6

 The inspectors carried out deep dives in early reading, mathematics, geography and art and design. For each deep dive, the inspectors held discussions about the curriculum, visited lessons, spoke to teachers, talked to some pupils about their learning and looked at samples of pupils’ work. The lead inspector listened to some pupils reading to a familiar adult.  Inspectors also considered the school’s curriculum in some other subjects through discussions with leaders and pupils, and looking at work.  To evaluate the effectiveness of safeguarding, the team: reviewed the single 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.  The lead inspector reviewed a wide range of documentation, including leaders’ self-evaluation of the school and school development plan.

p.6

6

 Inspectors observed pupils’ behaviour throughout the inspection. They spoke to pupils about their views on behaviour in school. Inspectors considered how the school is supporting pupils’ personal development.  The inspectors considered the responses to the confidential staff and pupil surveys. They took account of the responses to the online survey, Ofsted Parent View, parents’ free-text comments. An inspector spoke to parents at the beginning of the school day.

p.6

Inspection team

Lea Hannam, lead inspector Ofsted Inspector

p.6

Inspection team

Linda Appleby Ofsted Inspector 2 and 3 July 2024

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