Orchardside School

Orchardside School

Address: 230 Bullsmoor Lane, Enfield, EN1 4RL Unique reference number (URN): 101972

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Inclusion Exceptional

Empathy, care and respect are at the heart of the school’s approach to inclusion. Each pupil is treated as an individual from the moment they arrive. All pupils who join the school are vulnerable and face barriers to their learning. Leaders have established a highly effective assessment system to quickly identify pupils' learning, emotional and social care needs. This ensures that interventions are targeted to address pupils’ individual circumstances. This work is supported by close collaboration across the staff team and successful multi-agency working.

p.2

Inclusion Exceptional

The school sets high expectations for pupils' learning and behaviour. Leaders monitor pupils' progress towards their individual targets rigorously. They review adaptations systematically to ensure that provision meets pupils’ needs. Staff work closely with external agencies to ensure that the right support is in place. Any barriers to pupils’ participation are addressed so that pupils can benefit from the wealth of opportunities and experiences the school provides.

p.2

Inclusion Exceptional

The school’s reintegration results are impressive. The school is highly successful in supporting pupils to return to mainstream education wherever possible. Leaders consistently achieve high retention rates for the 6-week Turnaround Project. This model has been adopted by other schools in the borough and is recognised for its excellence. The local authority credit this work for the low exclusion rates in the borough. This is a significant achievement.

p.2

Leadership and governance Exceptional

Leaders have a very clear understanding of the school’s strengths and priorities for improvement. They routinely evaluate the impact of their actions and adapt their approach to ensure decisions are made in the best interests of pupils. This reflective leadership has driven sustained improvement and informed well-judged plans for growth. Leaders have ensured that all staff are motivated by the same moral purpose; to improve outcomes for the most disadvantaged learners.

p.2

Leadership and governance Exceptional

Governance is highly effective. Governors have a strong understanding of the school’s vision, culture and strategic direction. They provide robust challenge alongside meaningful support, drawing on highly relevant expertise and training.

p.2

Leadership and governance Exceptional

Staff wellbeing and workload are prioritised. Leaders actively consider the impact of decisions on staff and provide additional supervision and support, where roles are particularly challenging. As a result, staff morale is exceptionally high. Staff feel valued and supported and are proud to work at the school.

p.2

Leadership and governance Exceptional

Leaders foster a highly reflective, learning-focused culture. They recognise and value the contributions of all staff. The school engages proactively with external partners, professional networks, researchers and policymakers. Visitors are routinely welcomed at Orchardside. Leaders willingly share their learning and are leading developments locally and nationally.

p.2

Strong standard

Engagement with parents and the wider community is positive, with strong partnerships reinforcing the school’s impact locally and beyond.

p.3

Achievement Strong standard

Pupils arrive at the school with significant gaps in their knowledge. The school's assessment system and bespoke curriculum means that most pupils make rapid progress from their different starting points. The school’s reading programme has a positive impact. Pupils catch up quickly and develop the confidence to read out loud in lessons, many doing so for the first time.

p.3

Achievement Strong standard

Pupils achieve well here. Bi ‑ weekly progress reviews enable quick identification of pupils who are not making progress, allowing concerns to be addressed quickly. Through targeted support, pupils develop the skills and confidence they need to approach more complex tasks and work with greater independence.

p.3

Achievement Strong standard

Through the 6-week Turnaround Project, skilled staff support pupils to identify and address social and emotional barriers to their learning. Pupils develop the skills they need to be successful in education. As a result, reintegration rates are high. Other schools now benefit from the model developed by the school.

p.3

Achievement Strong standard

Older pupils achieve well in national tests. A broad vocational offer ensures that all pupils, including those attending the school for shorter periods of time, can achieve meaningful qualifications while developing important life skills. This offer continues to expand and supports pupils effectively into education and training, with high progression rates.

p.3

Attendance and behaviour Strong standard

Leaders and staff have a detailed understanding of the complex barriers pupils face in managing their behaviour and attending school regularly. Leaders combine extensive pastoral care with high-quality teaching, ensuring that support for pupils’ wellbeing is closely aligned with learning. This approach is effective in helping pupils to develop more positive attitudes to their behaviour and education.

p.3

Attendance and behaviour Strong standard

The close and trusting relationships staff build with families are a significant strength. Leaders use a well-established multi-agency approach to ensure that appropriate support is put in place swiftly when needed. This coordinated work reduces the need for social care intervention in many cases.

p.3

Attendance and behaviour Strong standard

Leaders set high expectations for behaviour. Well-embedded routines, effective modelling by staff and flexible classroom strategies support pupils to settle quickly following periods of absence or lateness. Leaders understand that positive behaviour develops over time for many pupils and apply expectations with appropriate flexibility. With support, pupils learn to meet those expectations in lessons and during social times. Within the Turnaround Project, clear induction processes ensure that pupils understand routines and expectations, leading to consistently positive behaviour.

p.3

Attendance and behaviour Strong standard

Leaders have secured sustained improvements in attendance over time. Robust monitoring systems, clear procedures and skilled work with families have resulted in attendance that is above national averages for similar settings. Attendance tracking and case management are thorough and used effectively to support pupils back into regular attendance.

p.4

Curriculum and teaching Strong standard

Leaders have built on the strengths identified at the previous inspection. They have an ambitious curriculum in place that sets out the essential knowledge pupils must learn. The curriculum is deliberately structured to address knowledge gaps and extend pupils’ vocabulary. Literacy and numeracy are threaded through all subjects, including the key vocabulary needed to be successful. This is reinforced through the weekly 'Word Play' that pupils find motivating. The structures and routines help pupils to secure firm foundations for future learning.

p.4

Curriculum and teaching Strong standard

The curriculum is highly personalised and balances academic learning with therapeutic support. Staff work sensitively to re-engage pupils who have had negative experiences of education. This enables pupils to understand the barriers they face and begin to overcome them. Leaders ensure that the delivery of the curriculum is monitored closely. Staff receive regular, focused feedback, enabling continuous improvement in classroom practice.

p.4

Curriculum and teaching Strong standard

Pupils with different starting points, including those with special educational needs and/or disabilities, access the same curriculum and achieve well. This is because teachers have the skills needed to adapt the curriculum for pupils. Leaders prioritise reading across the school, including daily opportunities for pupils to read in lessons. Regular assessment ensures that gaps in pupils' reading fluency and comprehension are picked up quickly. Staff are prompt to provide additional support where needed.

p.4

Personal development and wellbeing Strong standard

Leaders provide highly effective and strategic leadership of the school’s personal development and wellbeing programme. A clear and coherent vision underpins the school’s work, ensuring that pupils’ personal, social and emotional needs are addressed alongside their academic learning. This is embedded in daily practice and reflected in the highly supportive culture that pupils experience. Pastoral support is a significant strength. Staff build trusting relationships with pupils and families, enabling pupils to feel safe, listened to and cared for. As a result, pupils want to share concerns, including those relating to safeguarding, which are followed up promptly and effectively. Well-coordinated therapeutic support plays a key role in removing barriers to learning and improving pupils’ engagement and wellbeing.

p.4

Personal development and wellbeing Strong standard

Leaders have invested in a structured curriculum for relationships, sex and health education (RSHE) that addresses the online and offline risks to pupils’ safety and wellbeing. The curriculum is adapted carefully to reflect pupils’ lived experiences. Staff identify gaps in pupils’ understanding and address these through targeted support, including well-used RSHE drop-in sessions. Pupils develop secure understanding of fundamental British values and the protected characteristics.

p.4

Personal development and wellbeing Strong standard

The school’s personal development and wellbeing provision is well matched to the needs of pupils, including those with special educational needs and/or disabilities. Leaders ensure that pupils with additional and complex needs are supported to participate fully. This is reflected in pupils’ growing confidence, self-awareness and positive attitudes to learning and relationships.

p.5

Personal development and wellbeing Strong standard

Preparation for the next stages of education, employment or training is a clear priority. The developing careers programme includes weekly timetabled lessons, one-to-one guidance and a wide range of visits and experiences. Recent improvements, including a careers fair, strengthen pupils’ readiness for further education, employment and participation in adult life. This support is ongoing once pupils have left the school. This continuity contributes to the positive outcomes the school achieves for pupils here.

p.5

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

Orchardside School offers hope to pupils who have had difficult experiences of education. From the moment they arrive, pupils feel listened to and cared for. They are kept safe here. Relationships between staff and pupils are warm and respectful. Staff take time to get to know each pupil as an individual and to understand their background, needs and experiences. The school environment is calm and welcoming. This helps pupils to re-engage with their learning.

p.5

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

The school sets high expectations for behaviour, attendance and learning. These expectations are made clear from the start, so pupils and families know what is expected of them. When pupils make mistakes, staff respond with support and guidance. This helps pupils to reflect, change unhelpful behaviours and build confidence.

p.5

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

Pupils study a personalised curriculum that builds on their interests and helps them to catch up on learning they have missed. Pupils value the small class sizes and the bespoke support and guidance they receive from staff. This helps them to focus on their learning and to overcome any anxieties they have about education. Pupils are supportive of their peers and encourage each other to achieve. As a result, pupils achieve well here. Rates of reintegration back to mainstream school are very positive.

p.5

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

Effort is recognised and celebrated. Pupils find the weekly awards ceremony highly motivating. Pupils enjoy events such as the ‘Word Play’ and take part in external competitions, including poetry and trampolining. There are frequent trips and visits, where pupils are introduced to new experiences, such as sailing and hiking. These help prepare pupils for experiences beyond school. Through ongoing support and coaching, pupils learn how to develop the social, emotional and practical skills they need to be successful in education and the workplace.

p.5

Next steps

Leaders should continue to build on their positive work to maintain high expectations for pupils’ behaviour. They should sharpen their approach for a small number of pupils whose behaviour may limit their future opportunities, ensuring that expectations are communicated with absolute clarity and reinforced consistently. This will help all pupils to develop the self ‑ regulation and understanding needed to succeed in education, training or employment. Leaders and those responsible for governance should continue to strengthen and refine the curriculum elements of the personal development programme so that they fully reflect leaders’ ambitions for pupils. This will ensure that the most vulnerable pupils secure the relevant knowledge and skills they need to make informed decisions about their health, wellbeing and next steps.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with school leaders, including the headteacher, the deputy and assistant headteachers, a representative from the local authority, 5 members of the management committee during the inspection. Inspectors also spoke with members of staff and pupils in meetings and around the school.

p.6

About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

p.6

About this inspection

The inspection started on 14 April 2026. It was paused in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. Inspectors completed the inspection on 20 April 2026.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently makes use of 2 alternative provisions.

p.6

About this inspection

At the time of inspection, there were 61 pupils on roll.

p.6

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals.

p.7

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.

p.7

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

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.

p.8

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.

p.8

Persistent absence

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

p.8

Exceptional

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

p.9

Strong standard

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

p.9

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.

p.9

Needs attention

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

p.9

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.

p.9

Urgent improvement

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.10

Urgent improvement

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.10

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.10

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.10