Orchard Junior School

Orchard Junior School

Address: Water Lane, Dibden Purlieu, Southampton, Hampshire, SO45 4SB Unique reference number (URN): 115988

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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 Strong standard

Leaders track attendance closely and accurately. They work collaboratively with families to support regular attendance. Leaders treat attendance as a key priority. This approach has clear impact. Pupils’ attendance is well above national averages. Very few pupils are persistently absent. Leaders focus carefully on pupils who face barriers, including disadvantaged pupils and pupils with special educational needs and/or disabilties (SEND). These pupils attend well. The school works closely with families, external agencies and local secondary schools. Leaders act early to remove barriers before problems develop. This work helps prevent emotional ‑ based school avoidance and supports sustained improvement over time.

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Attendance and behaviour Strong standard

Pupils demonstrate positive attitudes to school and learning. They behave well and treat each other with respect. Pupils understand the rules and the reasons behind them. They know that clear expectations keep everyone safe and happy. Bullying is not tolerated. Pupils report concerns with confidence and trust adults to respond quickly and fairly. Staff deal with discrimination, harassment and abuse consistently, both online and offline. Pupils model inclusive behaviour. At breaktimes, pupils play competitive but fair games and regulate these themselves. Pupils support those with additional needs kindly and consistently. Adjustments for pupils with SEND help them meet behaviour expectations and feel included.

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Achievement Expected standard

Pupils read fluently, write clearly and apply mathematic skills confidently by the end of Year 6. The school builds foundational knowledge across subjects effectively. This prepares pupils for the next stage of their education. Pupils do not always secure arithmetic skills quickly enough to meet national averages in the Year 4 multiplication check, however. Leaders recognise this and have made changes to strengthen the approach to this specific area of mathematics. These actions are improving pupils’ fluency over time. By the end of Year 6, pupils, including disadvantaged pupils, achieve well in mathematics.

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Achievement Expected standard

Pupils make good progress from their starting points. Pupils with special educational needs and/or disabilities, including those with complex needs, receive support that meets their needs effectively. They make positive progress in core skills and across the wider curriculum. Pupils who need extra phonics support receive timely intervention. This helps them secure basic reading skills.

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Curriculum and teaching Expected standard

Leaders have designed a broad and balanced curriculum, which is ambitious and inclusive. Governors work alongisde leaders and external stakeholders to review curriculum quality. Leaders and staff work together to make improvements as a result of these reviews. The school secures firm foundations for pupils. Reading, writing and mathematics are prioritised. Pupils practise these skills daily and with purpose. Most pupils apply them well across the curriculum. This is particularly true for disadvantaged pupils, who make positive progress from their starting points. This prepares them for the next stage of education.

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Curriculum and teaching Expected standard

Teachers understand what pupils need to learn and when. Teachers check pupils' recall and use this to inform future learning. Some newer content from the wider curriculum is less secure. Leaders recognise this and provide further training. This work is leading to greater consistency. Teaching meets pupils’ needs. Staff use clear scaffolds and adaptations, which help pupils understand new ideas. Lessons usually build on pupils’ prior knowledge and skills, and teachers adjust learning where required. This approach benefits all pupils and is particularly effective for pupils with special educational needs and/or disabilities, supporting them to access the whole curriculum. As a result, most pupils achieve well and feel supported.

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Inclusion Expected standard

The school places inclusion at the centre of its work. Leaders identify pupils’ needs quickly and accurately. This helps staff remove barriers to learning. Support extends beyond academic learning. This promotes pupils' safety, wellbeing and emotional regulation.

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Inclusion Expected standard

Teachers and support staff meet pupils’ needs effectively. They adapt learning and routines to support learning. Pupils with special educational needs and/or disabilities receive consistent support. Staff create clear provision plans and review them effectively with parents. Leaders use alternative provision carefully so that it meets pupils’ needs.

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Inclusion Expected standard

The school supports disadvantaged pupils well. Pupil premium funding contributes to pupils’ learning, attendance and wellbeing. Leaders direct funding at identified needs. This supports improvements in attendance, learning and wellbeing.

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Inclusion Expected standard

The school works closely with families and external agencies, including the virtual school. Pupils who are known, or previously known, to social care receive tailored plans. These plans support them throughout their time at school. The school also supports other pupils who face other barriers. This includes pupils with emotional or mental health needs. As a result, pupils feel safe and ready to learn.

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Leadership and governance Expected standard

Leaders and staff share a relationship of professional trust and care. Leaders support staff at all career stages. Early career teachers receive clear guidance and support. Professional learning is well chosen and consistent, and staff training links to school priorities and pupils’ needs. Leaders communicate changes clearly and in good time. This helps them manage workload and supports staff wellbeing. Leaders have an accurate understanding of the school’s work and areas for improvement. Their self ‑ evaluation is detailed and realistic, and improvement plans focus on what is best for pupils. Leaders prioritise actions and review them regularly. This supports steady and purposeful development across the school.

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Leadership and governance Expected standard

Governors provide oversight and challenge. They are trained and committed. Governors use their training to ask focused questions and balance challenge with support for leaders. They meet their statutory duties. Leaders engage with parents and the wider community, and the school works with families and external professionals effectively. Leaders also work with the local authority and community groups and act as a partner with other organisations. They challenge other organisations when pupils’ safety might be at risk. This reflects leaders’ focus on pupils’ best interests. Professional relationships are purposeful and respectful.

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Personal development and wellbeing Expected standard

The school runs an effective pastoral support programme. This support makes a difference to pupils and often to families. The calm and supportive environment reflects the purposeful teaching of school values. Staff promote kindness, joy and pride. The personal, social and health education curriculum supports this work well. It includes a suitable relationships, sex and health education programme. Staff adapt this programme so pupils can access it. The school responds to pupils’ emotional needs. Staff teach simple strategies for managing feelings. This support helps pupils to feel safe and understood. Pupils with special educational needs and/or disabilities and disadvantaged pupils benefit from this approach. This helps pupils feel supported.

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Personal development and wellbeing Expected standard

Pupils develop a secure understanding of how to keep themselves safe, including in-person and online. Staff teach pupils about risk in a clear and age ‑ appropriate way. Pupils learn about their role as citizens. School councillors and other pupil leaders take on responsibilities. They support democratic values through projects, including improvements to outdoor spaces such as the rejuvenation of ‘Victoria’s garden’, as well as clubs and library access. Pupils learn about the rule of law and personal liberty through work with local emergency services and community projects. Some areas of learning are still under review. Pupils have a broad understanding of protected characteristics, but do not always have secure and detailed knowledge and sometimes confuse aspects of their learning.

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Personal development and wellbeing Expected standard

The residential trip to Derbyshire is an established part of school life. It helps to build independence and confidence. It is an important experience as pupils prepare for the next stage of education. A range of music, sport and creative clubs are available. Pupils relish these opportunities. These experiences support pupils’ social, moral, spiritual and cultural development.

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

Pupils thrive in this close and caring community. They build friendships with each other and develop trusting relationships with staff. Pupils feel welcome. Staff recognise and celebrate pupils’ effort and success. Pupils feel safe in school. They know adults will listen to them and help them, and share any worries with confidence if they need to. Quiet spaces, morning toast and warm conversations support pupils at the start of the day. Pupils treat each other with kindness and respect. They trust staff to deal with any problems quickly and fairly, including any concerns about bullying or prejudice. Pupils value difference and include others. The inclusive culture helps pupils feel secure, confident and ready to learn.

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

Pupils thrive socially and personally. They behave well and show care for others. They move calmly around school and work well together. Clear expectations help pupils understand how to behave and why it matters. Pupils enjoy coming to school and relish supporting each other, celebrating shared success. This team spirit is evident in the school's sporting successes and across the wider life of the school. Pupils find positive role models in their peers. This helps them grow in confidence and develop self-belief. They feel supported to be themselves and to try new things. As a result, pupils are happy, settled and show resilience in their learning.

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

Pupils achieve well. They show positive attitudes to learning and enjoy lessons. They listen carefully, talk confidently and write clearly. Staff support pupils to work hard and do their best. Pupils try again when learning feels difficult. They do not fear making mistakes. By the end of Year 6, pupils feel ready for the next stage of education. The impact of the school’s work extends beyond test results. Pupils leave with confidence, ambition and an enduring love of learning.

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Next steps

Leaders should ensure that pupils continue to develop their mathematical accuracy and fluency, particularly in multiplication. Leaders should continue to develop the implementation of the curriculum. This includes ensuring that teaching is consistently of a high standard, pupil knowledge is checked systematically and informs adaptations to the curriculum across all subjects. Leaders should ensure that pupils continue to develop a detailed and secure understanding of all aspects of the personal, social and health education curriculum.

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About this inspection

◼ The chair of the board of governors in this school is Gary Hampton.

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About this inspection

◼ Inspectors carried out this full inspection under section 5 of the Education Act 2005. ◼ Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

◼ Inspectors spoke with staff, pupils, parents, school leaders, governors, representatives of the local authority, the virtual school and leaders from the alternative provision during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

◼ The school currently makes use of one unregistered alternative provision. ◼ There have been no relevant changes since the previous inspection.

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Team inspectors:

Elizabeth Jeanes, Ofsted Inspector Susannah Hill, 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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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.

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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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average

2024/25 (final) 64% 62% Close to average

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average

2022/23 (final) 67% 60% Close to average

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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

2024/25 (final) 70% 75% 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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average

2024/25 (final) 73% 72% Close to average

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average

2022/23 (final) 76% 71% Close to average

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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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average

2024/25 (final) 80% 74% Close to average

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average

2022/23 (final) 78% 73% Close to average

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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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national average

2023/24 (final) 40% 46% Close to average

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national average

2022/23 (final) 56% 44% Close to average

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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

2024/25 (final) 60% 63% Close to average

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average

2023/24 (final) 55% 62% Close to average

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average

2022/23 (final) 69% 60% 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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average

2024/25 (final) 65% 59% Close to average

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average

2022/23 (final) 69% 58% Close to average

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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

2024/25 (final) 70% 61% Close to average

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average

2023/24 (final) 55% 59% Close to average

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average

2022/23 (final) 56% 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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Persistent absence

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

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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.

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Urgent improvement

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

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

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