Scotch Orchard Primary School

Scotch Orchard Primary School

Address: Scotch Orchard, Lichfield, Staffordshire, WS13 6DE Unique reference number (URN): 145538

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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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Leadership and governance Expected standard

The newly formed leadership team has a clear and ambitious vision for the school. New leaders are relentless in driving rapid improvement. They understand the school’s strengths and areas for development well and have identified the right priorities. Leaders take focused, evidence-informed action to improve outcomes for pupils.

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Leadership and governance Expected standard

There have been significant changes in leadership and within the trust. Despite this, leaders have provided consistent support for staff. They prioritise staff wellbeing and manage workload carefully. Staff feel highly valued and supported during this period of change. Professional learning links closely to school priorities. Leaders develop staff expertise and provide opportunities for career progression. Early career teachers are well supported.

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Leadership and governance Expected standard

Governance has strengthened. Trustees provide effective strategic oversight. They meet statutory duties securely. Advocates offer valuable community insight and support the wellbeing of leaders.

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Leadership and governance Expected standard

Leaders build highly effective relationships with families. Parents and carers are overwhelmingly positive about all aspects of the school, especially recent improvements under new leadership. This reflects leaders’ commitment to community engagement. Leaders are determined and focused on securing sustained improvement for all pupils.

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Personal development and wellbeing Expected standard

Leaders place a high priority on pupils’ personal development and wellbeing. They provide a coherent programme that runs through the curriculum and is strengthened by carefully chosen wider experiences and tailored pastoral support. This prepares pupils well for the next stage of their education.

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Personal development and wellbeing Expected standard

Pupils understand how to keep themselves safe, including online. They know who to speak to if they are worried. Pupils trust adults to listen and take action. The relationships and health education curriculum is age appropriate and builds pupils’ understanding of physical, mental and emotional wellbeing over time. Pupils use appropriate language to describe their feelings. They talk confidently about friendships, healthy relationships and puberty.

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Personal development and wellbeing Expected standard

Pastoral support is effective. Leaders provide targeted support and review this regularly. Pupils say they feel safe, cared for and supported. Positive relationships across the school create a calm and inclusive environment. Pupils value their friendships and actively include others, so everyone feels part of the school community. They show respect for difference and treat each other fairly.

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Personal development and wellbeing Expected standard

Leaders ensure that all pupils can access a wide range of enrichment opportunities, including clubs, trips and residential experiences. Weekly guitar lessons for disadvantaged pupils support them to develop their talents and interests, leading to performance opportunities. Pupils speak positively about activities such as theatre visits, forest school and the much-anticipated trip to France. These experiences contribute to pupils’ social,

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Needs attention

moral, spiritual and cultural development. Leaders track participation and reduce barriers where appropriate to ensure everyone has equal access.

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Needs attention

Pupils are developing their understanding of diversity and the wider world. Leaders continue to build this knowledge over time. Pupils demonstrate a growing understanding of fundamental British values through their actions, for example by making choices, showing respect and understanding fairness. They are increasingly able to talk about these values.

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Achievement Needs attention

Outcomes in mathematics and pupils’ foundational knowledge remain relatively weak. Some pupils do not secure key skills in mathematical fluency, spelling, punctuation and handwriting consistently well. These gaps hinder their progress across the curriculum and affect the quality of their work. While attainment in reading and writing at the end of key stage 2 is broadly in line with national averages, attainment in mathematics continues to lag behind.

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Achievement Needs attention

Achievement varies across groups. Pupils with special educational needs and/or disabilities and disadvantaged pupils receive support, but teaching does not always match their needs closely. As a result, some pupils do not make the progress they should from their starting points.

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Achievement Needs attention

Pupils talk about some subjects in more depth than others, such as science. They enjoy discussing their learning. Their knowledge and skills are building over time. Leaders are improving their checks on pupils' learning to identify gaps more clearly. However, these changes are recent, and their impact is not secure. Pupils show positive attitudes and are increasingly being prepared for the next stage.

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Attendance and behaviour Needs attention

Persistent absence, particularly for disadvantaged pupils, remains high and has been over time. Recently appointed leaders have introduced a range of well-considered actions to improve attendance. They have also developed close, trusting partnerships with families to understand the causes of absence and provide tailored support. This work is effective. Leaders' actions are beginning to have a positive impact, and overall attendance has improved. However, too many pupils are still persistently absent.

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Attendance and behaviour Needs attention

New leaders have reset expectations for behaviour. Staff share and promote these high expectations consistently. Pupils understand what is expected of them and rise to leaders’ expectations. Staff support pupils with special educational needs and/or disabilities effectively to understand expectations and provide adaptations where needed.

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Attendance and behaviour Needs attention

The school environment is calm and orderly. Pupils settle quickly at the start of the day and move around the school sensibly. In lessons, pupils listen carefully and focus on their learning. Behaviour at lunchtimes and playtimes is positive. Pupils show respect and kindness towards others. They are polite to both adults and their peers. Pupils feel confident that staff will address concerns, including the rare incidents of bullying. Leaders use suspensions appropriately where needed.

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Curriculum and teaching Needs attention

Curriculum implementation is at an early stage. Leaders have implemented a well- sequenced, ambitious and progressive curriculum. However, teaching is not consistent across all subjects. Some subjects are more securely embedded than others. In less developed areas, pupils do not build or retain knowledge as well over time.

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Curriculum and teaching Needs attention

Teachers do not always adapt learning closely to pupils’ starting points. Staff do not check pupils' learning precisely enough to identify and address gaps quickly. This leads to errors being repeated over time for some pupils. It also leads to weaknesses in essential knowledge. As a result, some pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, do not achieve as well as they could.

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Curriculum and teaching Needs attention

Leaders monitor the curriculum carefully. They provide high-quality training to improve staff's subject knowledge. These actions are beginning to have a positive impact on pupils’ knowledge and retention in some subjects. In more embedded areas, pupils use subject- specific vocabulary confidently and explain their learning clearly.

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Curriculum and teaching Needs attention

Leaders have an accurate understanding of the quality of the curriculum. They are focusing on the right priorities. These improvements now need to embed fully to secure consistency across the school.

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Early years Needs attention

The early years curriculum is well sequenced. Leaders have clearly mapped the key knowledge children should learn across Nursery and Reception. However, the early years environment does not always support children’s language development as well as it could. Resources are sometimes limited and not always easily accessible. This reduces opportunities for children to explore, talk and learn independently. Teaching is inconsistent across the setting. Some staff miss opportunities to promote and extend children’s language through purposeful interaction. Leaders prioritise early reading and mathematics. Most children develop secure early reading skills and begin to use phonics with increasing confidence. Staff introduce and develop early number concepts. Leaders continue to embed consistent teaching to enable children to achieve as well as they can from their individual starting points.

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Early years Needs attention

Children with special educational needs and/or disabilities are identified quickly. Leaders have clear systems in place and work closely with external professionals. However, support does not consistently reduce barriers to learning. This limits progress for some children.

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Early years Needs attention

Staff build warm and positive relationships with children and families. They support children to settle quickly and feel safe. Personal, social and emotional development is a strength. Children cooperate, share and take turns. This prepares them well for the routines of Year 1.

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Inclusion Needs attention

Leaders identify pupils’ barriers to learning effectively. However, staff do not apply adaptations for pupils with special educational needs and/or disabilities (SEND) consistently across the school. In the past, leaders did not ensure that all staff had the skills to adapt teaching well. Leaders also did not check carefully whether support made a difference over time. New leaders are acting with urgency to address these weaknesses.

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Inclusion Needs attention

Leaders use additional funding to support disadvantaged pupils. However, they do not evaluate clearly enough whether their strategies improve pupils' achievement. Consequently, gaps in learning are not addressed quickly enough. Some pupils with SEND do not make the academic progress of which they are capable. Leaders have identified this and are taking appropriate action.

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Inclusion Needs attention

Leaders and staff work closely with families, professionals and external agencies and follow the advice set out in education, health and care plans. Pupils with the most complex needs receive bespoke support. This support is reducing barriers to wellbeing effectively.

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Inclusion Needs attention

Leaders and staff know pupils and their families well. Pupils are valued as individuals. Pastoral support for pupils with SEND, those who are disadvantaged and those known to social care is effective and timely. Leaders’ inclusive approach means that all pupils feel safe, valued and part of the school community.

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

Pupils at Scotch Orchard Primary School benefit from a highly welcoming environment that reflects the school’s values of ‘belonging, believing, learning and achieving’. A positive and uplifting atmosphere runs through the school. Pupils feel proud to belong and speak warmly about their experiences. Leaders’ vision of ‘irresistible learning’ is evident in how pupils engage with school life and the increasing range of opportunities available.

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

Pupils behave well. They are polite, respectful and thoughtful in their interactions. They greet visitors warmly and use good manners. Pupils move calmly around the school and settle quickly in lessons. They show interest in their learning and talk confidently about what they know, particularly in subjects such as science, where they recall knowledge and use subject-specific vocabulary effectively.

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

A significant minority of pupils do not attend regularly enough. This disrupts their learning and limits progress over time. Some pupils with special educational needs and/or disabilities experience barriers to learning that are not reduced consistently. In addition, some pupils have gaps in their foundational knowledge. Leaders are addressing these issues with urgency so that all pupils can achieve well.

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

Pupils build close and trusting relationships with staff. Adults know pupils well and show genuine care. Pupils feel safe, valued and included. They trust staff to listen and act when needed. Bullying is rare, and pupils are confident that any concerns are dealt with quickly and effectively. Pupils benefit from a broad range of experiences, including theatre visits, a residential trip to France and weekly guitar lessons. These opportunities enrich learning and help pupils develop confidence and a wider understanding of the world.

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Next steps

Leaders should ensure that identified barriers to learning, particularly for the most vulnerable pupils, are consistently reduced through the effective and consistent use of adaptations in lessons, so that all pupils make sustained progress from their starting points. Leaders should continue to embed recent curriculum developments so that foundational knowledge and skills, particularly in spelling, punctuation and grammar and mathematical fluency, are consistently secured, leading to improved attainment at the end of key stage 2. Leaders should continue to reduce persistent absence, particularly for disadvantaged pupils, so that they attend regularly and can fully benefit from the school’s offer. Leaders should ensure that the early years curriculum is implemented consistently well so that intended learning is realised in practice, and that the environment is purposefully designed to promote high ‑ quality language development and sustained interaction.

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About this inspection

This school is part of The Arthur Terry Learning Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer, Lee Miller, and overseen by a board of trustees, chaired by Helen Stevenson.

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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 head of school, other school leaders, staff, pupils, parents and carers. Inspectors also spoke with the primary strategic lead for the trust, director of education, interim chief executive officer, vice-chair of the trust board and local governors (advocates) 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 uses no alternative provision.

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About this inspection

The school also, under the same registration, runs nursery provision for 3- and 4-year-old children.

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Lead inspector:

Victoria Jordan, His Majesty's Inspector

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Team inspectors:

Kerry Rochester, Ofsted Inspector Madeleine Griffin, 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 school has undergone a significant change since the last inspection. A head of school and assistant headteacher were both appointed in November 2025.

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What does this mean?

At the time of this inspection, the proportion of pupils with an Education, Health and Care plan was approximately 8%.

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What does this mean?

Head of school: James Chapman 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) 61% 62% Close to average

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average

2022/23 (final) 66% 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) 79% 75% Close to average

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average

2022/23 (final) 78% 73% 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) 75% 72% 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

2022/23 (final) 75% 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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average

2024/25 (final) 36% 47% 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) 55% 63% Close to average

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average

2023/24 (final) 60% 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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average

2023/24 (final) 60% 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

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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 (3 term) 5.7% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 5.5% Close to average

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national average

2022/23 (3 term) 6.3% 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 (3 term) 13.0% 13.0% Close to average

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national average

2023/24 (3 term) 14.8% 14.6% 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.

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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

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