Ormiston Meadows Academy

Inspection of Ormiston Meadows Academy Matley, Orton Brimbles, Peterborough, Cambridgeshire PE2 5YQ

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

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The principal of this school is Kelly Moore. This school is part of Ormiston Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Tom Rees, and overseen by a board of trustees, chaired by Julius Weinberg. 1 and 2 October 2024

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What is it like to attend this school?

Pupils are happy at this school. They enjoy learning and playing together. Pupils live up to the school’s expectation: ‘Be your best. Expect the best. Succeed together.’ They achieve the aims of the curriculum. In lessons, pupils typically work hard and focus on their learning. When facing tricky aspects of the curriculum, pupils encourage and celebrate the success of their peers. On the playground and when moving around the school, pupils are kind and courteous.

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What is it like to attend this school?

Pupils thrive in the school’s welcoming ethos. They develop a sense of self-worth and are sensitive to the needs of others. This is beneficial for the many pupils with special educational needs and/or disabilities (SEND). Those who access support for physical disabilities play an active part in the school community. These pupils are well supported to learn the full curriculum at school. Pupils also take responsibility to care for others. For example, older pupils on the playground support the children in the early years.

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What is it like to attend this school?

The school prepares pupils well for life in the wider world. Starting at an early age, pupils consider potential career options through the well-established careers education programme at the school. Pupils also understand fundamental British values such as democracy.

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What does the school do well and what does it need to do better?

The school has designed a curriculum that is well matched to the wide-ranging needs of its pupils. Curriculum plans are well organised and clarify exactly what knowledge pupils should learn. The school, with the support of the trust, has in place effective ongoing training for staff. This ensures that staff understand the content of the curriculum and the school’s approach to teaching it. Staff consistently teach the curriculum well. They check what pupils remember and provide timely support if pupils show signs of not keeping up. Pupils learn the knowledge and skills in the curriculum and are ready for their next steps in education.

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What does the school do well and what does it need to do better?

The school’s approach to supporting pupils with SEND is well developed. With the help of external specialists, the school swiftly identifies these pupils’ needs and provides staff with clear guidance about how best to support them, particularly with areas of the curriculum such as reading. Staff use this information well to arrange appropriate learning activities. The school has started to put in place more focused support that help pupils with SEND to learn areas of the curriculum that they find difficult to understand. This supports pupils with SEND well. However, there are gaps in pupils’ knowledge of certain areas of the curriculum. The school is developing plans about how pupils with SEND will catch up.

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What does the school do well and what does it need to do better?

The school hosts the local authority’s specially resourced provision for pupils with physical disabilities. Pupils are well supported with the resources, therapeutic support and guidance that they need to learn well in school and build positive relationships with their peers. 1 and 2 October 2024

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The school’s approach to early reading is well established. Staff closely follow the school’s phonics programme. With fine precision, staff ensure that pupils recognise and correctly pronounce the sounds of letters. When pupils find reading difficult, they get the help that they need. As a result, pupils become capable readers who enjoy reading books independently and with their classes.

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Starting in the early years, staff teach the school’s routines and expectations for pupils’ behaviour. Pupils proudly wear their tags and badges recognising their positive conduct. The school provides effective support for pupils that find it hard to manage their emotions. These pupils learn how to overcome any negative feelings and maintain positive behaviour.

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The school ensures that pupils learn about the wider world. They have lots of opportunities to investigate the diversity of beliefs and lifestyles found in modern society. Pupils learn how different beliefs can affect the way a person lives. For example, when studying ‘hats of faith’ pupils come to understand that clothing can demonstrate deeper spiritual feelings a person might have.

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School leaders work well with the trust to ensure that the school provides the best possible education for pupils. Staff appreciate and keenly take up the many opportunities for professional development. Staff also appreciate the way the school is considerate of their workload, and how they are supported if this starts to become unmanageable.

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Trustees and governors work well together to ensure that pupils get the best possible education. The trust provides effective training and support for governors to carry out their duties effectively. Trustees and governors know the strengths and weaknesses of the school and hold leaders to account for the quality of the school’s provision.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some pupils with SEND have gaps in their learning in some areas of the curriculum that the school is currently developing plans to address. Where this is the case, these pupils do not learn the breadth of the curriculum as well as they could. The school needs to continue to consider how pupils will be supported to learn the knowledge they need across the curriculum. 1 and 2 October 2024

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How can I feed back my views?

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 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). 1 and 2 October 2024

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School details

Dates of previous inspection 11 and 12 December 2018, under section 5 of the Education Act 2005

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Information about this school

 The principal took up her post in September 2019.  The school is part of the Ormiston Academies Trust.  The school hosts the local authority’s specially resourced provision for pupils with physical disabilities. This provision is registered for up to six pupils.  The school uses one registered alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 1 and 2 October 2024

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  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 these subjects: English, including early reading; mathematics and music. 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 and looked at samples of pupils’ work in some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: 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

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safeguarding that puts pupils’ interests first.  Inspectors held discussions with the CEO of the trust, trust leaders, trustees, governors, the principal, members of the senior leadership team, subject leaders, teachers, members of support staff and pupils.  Inspectors observed behaviour of pupils in lessons and during social time.  Inspectors looked at relevant documents, considered pupils’ work and held discussions with leaders, staff and pupils about the provision for pupils’ personal development.  Inspectors considered the responses from staff, pupils and parents to Ofsted’s online surveys.

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Inspection team

Al Mistrano, lead inspector His Majesty’s Inspector

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Inspection team

Alison Hughes Ofsted Inspector 1 and 2 October 2024

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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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