Orchard Fields Community School

Inspection of a school judged good for overall effectiveness before September 2024: Orchard Fields Community School Edmunds Road, Banbury, Oxfordshire OX16 0QT

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Inspection dates: 26 and 27 November 2024

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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What is it like to attend this school?

Pupils take pride in attending this school. They thrive due to a strong emphasis on high- quality education, care, guidance and support. The school’s dedication to helping pupils ‘persevere, achieve and be aspirational’ ensures that they grow into well-rounded, confident young people.

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What is it like to attend this school?

The school has high expectations of all pupils. The curriculum is exceptionally well designed, which means pupils successfully build their knowledge over time. The school makes sure that pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged achieve well.

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What is it like to attend this school?

Pupils have exemplary behaviour and attitudes. They are kind, polite and courteous, meeting the high expectations set by their teachers. Pupils show great self-control, ensuring that learning is rarely disrupted. Clear routines contribute to a calm and orderly environment. Rare instances of harassment are quickly and effectively addressed by adults in school.

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What is it like to attend this school?

The school offers a wide range of extra-curricular activities. All pupils enjoy taking part in performances, trips and clubs. Pupils from Year 2 to Year 6 say the residential trips are a highlight of their school year. The school plans these additional opportunities carefully to provide experiences that pupils might not otherwise have. This helps pupils to develop their skills and interests beyond the classroom. 26 and 27 November 2024

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

Pupils enjoy their learning. The curriculum is designed to give all pupils, particularly disadvantaged pupils and pupils with SEND, the knowledge and cultural capital they need to succeed. It is enriched with visits and experiences. Many pupils make meaningful links within and between their subjects.

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

Reading is a top priority. In the early years, children, including two-year-olds, develop a love of reading and language by listening to familiar stories and singing songs. This helps their learning in other areas. For example, after singing ‘The Wheels on the Bus’, children listened to a story and then acted out going on a ‘bus ride’ in the school’s wild area. This supported them to practise words such as ‘first’ and ‘last’.

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

Pupils’ love of reading continues as they move through the school. They enjoy daily reading time and visiting the vibrant library. Recently, pupils enjoyed sharing books with their parents and carers during a reading afternoon, highlighting the school’s commitment to fostering a love of reading.

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

From the Nursery Year, children quickly start to learn about sounds in their environment. This prepares children well for the Reception Year, where they start to match letters to sounds. The school’s new phonics approach, delivered by well-trained staff, means current pupils are achieving better than previously published outcomes. For pupils who struggle with reading, effective targeted support helps them to catch up. As a result, nearly all pupils become fluent, confident readers.

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

Staff have excellent subject knowledge and understand how to deliver the curriculum so that pupils remember what they learn. In lessons, teachers present new learning clearly and check pupils’ understanding regularly. This helps teachers address any learning gaps that pupils, including those with SEND, might have before moving on.

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

Teachers introduce new learning in a thoughtful way. In mathematics, for example, this helps pupils link new learning to what they already know, deepening their understanding and fluency with numbers. Pupils tackle more complex mathematics problems with confidence as they progress through the school. In the early years, children learn new vocabulary and skills through carefully chosen activities. For example, children learn through hands-on experiences, such as using cubes to make the number four.

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

Support for pupils with SEND is a key part of the school’s approach. Pupils’ needs are identified quickly and adjustments are made to ensure they can learn alongside their peers. Further support is provided for those who need extra help, ensuring they build confidence and succeed.

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

The school promotes respect, tolerance, kindness and acceptance through its curriculum and assemblies. Pupils embody these values by taking on roles such as play leaders, sports and eco-councillors, house captains, prefects, and head boy and girl, which help them practise these values daily. Pupils learn about and contribute to the wider 26 and 27 November 2024

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community, for example through fundraising for charities that are relevant to the school and local community.

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Provision for pupils’ wider development encompasses healthy relationships and how to keep safe. Pupils collaborate in house teams on safety projects, such as designing road safety reflectors. Pupils are well prepared for the transition to secondary school, including handling potential risks in the community.

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The school’s high expectations and work with families lead to noticeable improvements in pupils’ attendance. The school’s persistent approach to following up on poor attendance ensures that pupils are supported to attend regularly, contributing to their overall success and well-being.

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The governing body carries out its duties effectively, providing strong oversight and support to ensure the school continues to thrive. Staff feel valued and supported by leaders and appreciate the time that they are given to complete their work effectively .

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in February 2019. 26 and 27 November 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). 26 and 27 November 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 12 and 13 February 2019, under section 5 of the Education Act 2005

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Information about this school

 This school has a breakfast club and after-school club run by the school.  The school has a nursery and caters for two-year-olds.  The school does not use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in her evaluation of the school.  During the inspection, the inspector met with the headteacher and the deputy headteacher. She met with a representative of the local authority and with six members of the governing body. 26 and 27 November 2024

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 The inspector visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector: 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’ interest first.  Throughout the inspection, the inspector met with groups of staff. She also considered the opinions expressed through the staff survey.  The inspector had regard to the views expressed through Ofsted Parent View, including the free-text responses.

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Inspection team

Clare Haines, lead inspector Ofsted Inspector 26 and 27 November 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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