Orgill Primary School

Orgill Primary School

Address: Southey Avenue, Orgill, Egremont, Cumbria, CA22 2HH Unique reference number (URN): 131443

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Leaders set high expectations for attendance. Most pupils attend school regularly. This includes pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND). Leaders work effectively with staff to identify any patterns or trends that might indicate barriers to pupils' attendance. Where necessary, leaders work closely with families and with professionals to improve the attendance of any pupils who are absent more persistently. Attendance at the school is in line with the national average.

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Attendance and behaviour Expected standard

Pupils typically behave well in lessons. They listen attentively and engage positively in activities and discussions. This helps to create a climate in which everyone gets on with their learning. Leaders and staff share simple rules and well-embedded routines for pupils to follow. These start from the Nursery upwards. Pupils follow these expectations readily because they understand them. These routines support pupils, and pupils with SEND, to understand and manage their emotions. Older pupils act as positive role models for younger ones. Leaders ensure that if there is any bullying behaviour, it is quickly and successfully addressed.

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Curriculum and teaching Expected standard

Through their evaluation of the curriculum, leaders have made recent improvements to the content and sequencing. This ambitious curriculum clearly identifies the important knowledge that leaders want pupils to learn. Pupils learn this in a carefully ordered sequence. As a result, they typically build a solid body of knowledge in readiness for the next stage. However, these improvements have come too late to impact as positively for some older pupils in key stage 2, who have more gaps in their knowledge.

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Curriculum and teaching Expected standard

Leaders provide a range of training to ensure that staff have the subject expertise they need to teach the curriculum. Staff typically design lessons that help pupils to learn the curriculum successfully. Occasionally, activities for learning are not as well considered. When this happens, some pupils do not learn and remember important knowledge as well.

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Curriculum and teaching Expected standard

The curriculum supports pupils to develop the skills that they need to read, write and use numbers. Pupils typically apply these skills competently to their learning. Staff provide prompt, effective support for pupils who need additional help, such as pupils at the early stage of reading. This helps pupils to keep up with the curriculum. Leaders gather information in a range of ways to understand the impact of the curriculum. This helps them to make further refinements where needed.

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Early years Expected standard

Children in the early years settle in quickly. They thrive in the warm and supportive care that they receive from staff. Two-year-olds listen with rapt attention to the stories that adults read to them. In the Nursery class, 3- and 4-year-olds confidently find their favourite toys and activities each day. They grow in independence in readiness for Reception Year when the time comes. Staff place a high priority on developing children’s language and communication skills. Through stories, songs and rhymes, children learn an ever-widening range of words. They learn to use these words to express their thoughts and feelings. In the Reception class, children quickly begin learning phonics. They typically apply this knowledge well in order to read books and to write words and sentences.

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Early years Expected standard

Leaders have ensured that there are appropriate care practices in place, including for 2- year-olds. Staff develop strong, positive relationships with parents and carers. This helps the school to work effectively with parents to identify and address children's needs, including special educational needs and/or disabilities. By the time they start Year 1, the majority of children reach a good level of development.

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Inclusion Expected standard

Leaders know the pupils and their families well. They understand the wider context for pupils, for instance those in care, supported by the local authority, those facing challenges or with special educational needs and/or disabilities (SEND). Leaders have high expectations for pupils to achieve and develop well, regardless of the difficulties that they may face.

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Inclusion Expected standard

Leaders make appropriate use of additional funding to overcome barriers to pupils' learning. For example, additional resources support pupils to improve their reading, writing or mathematical knowledge. This effective support ensures that the achievement of disadvantaged pupils improves over time. However, this is less impactful for a few older pupils, who have not benefited from the more recent improvements that leaders have made.

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Inclusion Expected standard

Leaders identify the needs of pupils promptly. This includes children in the early years. Leaders ensure that staff know how to adjust their teaching to meet the needs of pupils with SEND. This provides pupils with the support they need to learn the curriculum. Leaders communicate effectively with other professionals and with parents and carers to secure additional help. Pupils with SEND generally progress well through the curriculum from their very varied starting points.

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Inclusion Expected standard

Disadvantaged pupils and those with SEND benefit fully from the school’s personal development programme. This helps pupils to feel they belong and to play a full part in school life.

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Leadership and governance Expected standard

Leaders analyse a range of information to identify what the school does well and where it can improve further. For example, they gather information from teachers' checks on pupils' learning and from records of pupils' attendance. This helps leaders to decide appropriate priorities for further improvement work. Governors regularly consider leaders' progress with these priorities, to ensure that pupils receive a high-quality education.

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Leadership and governance Expected standard

A small number of governors are relatively new to their roles and are at an earlier stage in developing a full understanding of the school's statutory obligations. Nonetheless, governors generally fulfil these obligations effectively. For instance, they carry out a range of activities to check that the school’s safeguarding arrangements are robust. Governors ask leaders

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Needs attention

appropriate questions about their use of additional funding for disadvantaged pupils. This provides them with reassurance that this funding is used effectively to support the achievement and wellbeing of these pupils.

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Needs attention

Leaders ensure that staff receive training to help them to teach the curriculum effectively and to develop their own leadership knowledge. Staff welcome this training. Governors and leaders take account of staff’s workload when considering changes or new initiatives. Staff appreciate leaders’ concern for their wellbeing and typically say that they enjoy working at the school.

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Personal development and wellbeing Expected standard

Leaders have created a rich and varied programme of activities for pupils’ personal development. Leaders focus on developing pupils’ independence and confidence from early years onwards. This programme supports pupils’ learning in the curriculum. For example, pupils experience a range of trips and visits that help to bring their learning to life, such as museums and exhibitions. Pupils learn about a range of faiths and cultures. They learn to appreciate difference and diversity in their community, among families and in the wider world. Through these experiences, pupils learn about fundamental British values, such as tolerance and respect.

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Personal development and wellbeing Expected standard

Pupils are provided with a range of opportunities to take on roles of responsibility, such as play leaders or 'happiness ninjas'. Through the 'Mini Police', pupils learn more about how they can contribute positively to their community. Older pupils enjoy visiting the local secondary school to learn more about careers. These activities help to prepare pupils for future life.

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Personal development and wellbeing Expected standard

Pupils learn, in ways appropriate to their age, about body change, diet and healthy lifestyles. They learn to keep themselves safe online and to take care of their own mental health. Teachers make sure that trickier concepts are taught so that all pupils gain an age- appropriate understanding. Pupils enjoy attending the range of after-school activities and clubs that the school provides, such as sport and gardening. Leaders take care to ensure that all pupils can access these activities, including disadvantaged pupils and those with special educational needs and/or disabilities.

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Achievement Needs attention

Recent weaknesses in the curriculum and its implementation mean too many pupils in Year 6 leave the school lacking the skills and knowledge that they need for secondary school. This is particularly the case for disadvantaged pupils.

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Achievement Needs attention

Leaders act with urgency to address these weaknesses. Improvements made to the curriculum and to the quality of teaching support the majority of pupils, including disadvantaged pupils, to progress well in the subjects that they study. This is especially the case for children in the early years and for pupils in key stage 1 and lower key stage 2. However, some older pupils continue to work very hard to catch up on missed knowledge in order to be fully prepared for their transition to secondary school. By contrast, more pupils in Year 1 than average reach the expected standard in the national phonics screening check as a result of the well-taught phonics programme.

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What it's like to be a pupil at this school

Pupils’ smiling faces show how much they enjoy coming to school. They know that a warm welcome awaits them from staff each day. Pupils quickly settle down to work in their classrooms. Even the youngest children in the early years waste no time in immersing themselves in play and learning. Pupils of all ages thrive in the school’s caring, nurturing atmosphere.

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What it's like to be a pupil at this school

Pupils behave well in lessons and around school. They know that this is what teachers expect. In the early years, children learn to share resources and to tidy them away when they have finished with them. Older pupils act as role models for younger ones. Pupils are confident that staff deal quickly with any bullying behaviour. Their sensible behaviour ensures that the school is a calm and orderly place.

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What it's like to be a pupil at this school

Pupils enjoy their interesting lessons. They listen carefully to staff and develop positive and enthusiastic attitudes to their learning. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils. Pupils know that if there is anything they do not understand, they receive the help they need.

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What it's like to be a pupil at this school

Pupils' starting points are very varied. Some face many barriers to their learning. Regardless of these challenges, pupils know that staff expect them to work hard and to listen carefully. From the early years to the end of Year 6, many pupils make positive gains in their learning. However, some older pupils have not benefited from the recent improvements that leaders have made to the quality of the school’s education. These pupils are having to work very hard to close gaps in their knowledge as a result of previous weaknesses in the curriculum.

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Next steps

Leaders should ensure that they work swiftly to close any remaining gaps in pupils’ knowledge, particularly older pupils, so that pupils achieve well and are well prepared for the next stage in their education. Leaders should check closely that learning activities consistently support pupils to learn and remember intended knowledge, so that pupils continue to build and connect new learning on firm and secure foundations. Governors should check that new members of the governing body continue to develop a strong understanding of all of the school's statutory responsibilities, so that they can satisfy themselves that these are appropriately enacted.

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Team inspectors:

Linda Griffiths, Ofsted Inspector Rachael Alarcon, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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About this inspection

The chair of the board of governors in this school is Jessica Spedding.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher and other school leaders during the inspection. The lead inspector also spoke to some governors.

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About this inspection

The school uses no alternative provision.

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About this inspection

Since the last inspection, a new headteacher and a new deputy headteacher have been appointed. A new chair of governors has also been appointed since the last inspection.

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About this inspection

Headteacher: Holly Collins National average: 272

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school. National average: 15%

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 72% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2023/24 (final) 53% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 60% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 5.5% Close to average

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national average

2022/23 (3 term) 5.9% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 12.0% 13.3% Close to average

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national average

2023/24 (3 term) 11.9% 14.6% Close to average

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national average

2022/23 (3 term) 17.9% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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