Orchard Primary School

Orchard Primary School

Address: Oxford Road, Sidcup, Kent, DA14 6LW Unique reference number (URN): 134185

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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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Achievement Expected standard

Many pupils achieve well. Leaders and staff are ambitious for all pupils. By the time they leave, most pupils secure the knowledge and skills they need in reading, writing and mathematics. They move to the next stage of their education with confidence, including disadvantaged pupils. This is reflected in published data. Typically, children in the early years make sufficient progress from their starting points.

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Achievement Expected standard

Pupils successfully secure foundational knowledge in the core subjects, including those with special educational needs and/or disabilities. Staff identify gaps in pupils’ knowledge accurately and provide targeted support. However, some younger pupils do not receive this support quickly enough. These pupils do not close gaps as rapidly as they could, which can allow misconceptions to persist.

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Achievement Expected standard

Staff use assessment information well and adapt teaching to meet pupils’ needs. Staff use effective strategies to support pupils as they move through the school. This allows most pupils who fall behind to catch up with their peers over time. Consequently, pupils achieve well by the end of Year 6.

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Attendance and behaviour Expected standard

Pupils attend school regularly. They attend well because they feel a strong sense of belonging and enjoy learning. They arrive punctually and settle quickly into lessons. The school monitors attendance closely and acts quickly to support families when concerns arise. The small number of pupils who find it difficult to attend or settle in the mornings receive additional support from staff. This support helps these pupils to attend more often and engage positively with school. More recent work with families has improved the attendance of pupils who were previously absent too often. Leaders know they must sustain this improvement over time.

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Attendance and behaviour Expected standard

Pupils behave well in all areas of the school. They are polite, respectful and kind to one another. Staff model positive behaviour and consistently promote high expectations. Disruptions to lessons are rare. Pupils say that bullying is uncommon and trust adults to deal with concerns quickly and effectively. Pupils understand the school’s expectations and follow them well. They respond promptly to staff instructions. This creates calm, orderly classrooms where learning continues without interruption.

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Curriculum and teaching Expected standard

The school curriculum is broad, balanced and ambitious. Each subject outlines the essential knowledge that pupils need to learn. In many subjects, pupils build knowledge over time with great success. Leaders make careful decisions to enhance the curriculum when appropriate. For example, leaders introduced the school's oracy project to improve pupils' language and communication skills. This is already having a positive impact on learning. Teaching across the school is effective. Teachers model learning well. They routinely check for pupils' understanding. In a few subjects, teachers need to improve the transfer of skills across the curriculum. This is particularly noticeable in writing across the curriculum, where teachers do not ensure that pupils' writing is of a consistently high quality.

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Curriculum and teaching Expected standard

Teachers adapt teaching and resources well to support pupils. These adaptations are particularly effective in the core subjects. When pupils fall behind, particularly in mathematics and reading, staff provide targeted help. This enables many pupils to catch up and become confident. Pupils enjoy reading with their teachers. Teachers deliver the phonics programme with confidence. Pupils, including those with special educational needs and/or disabilities, gain secure knowledge that prepares them well for future learning.

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Early years Expected standard

Children enjoy a calm and nurturing environment. Starting in the Nursery class, staff provide clear routines for children that help them to build independence and positive habits for the future. Children are encouraged to learn and remember knowledge, both inside and outside. For example, they develop their mathematical understanding by hunting for numbers in the school’s woodland areas.

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Early years Expected standard

Staff in the early years know children well, including any additional needs. Leaders and staff ensure that vulnerable children and those with complex needs receive support to help them to learn and succeed. For example, some children benefit from additional teaching to develop their language and communication.

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Early years Expected standard

The curriculum in the early years targets early reading, communication and mathematics as a priority. Children learn important early reading skills from Nursery onwards. Staff provide regular opportunities for children to practise reading and develop their knowledge of sounds and letters. Children also develop early mathematical understanding through, for example, well-chosen structured activities and practical resources. Overall, across the curriculum, children make sound progress from their starting points and are ready for their learning in Year 1.

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Early years Expected standard

Nevertheless, in some instances, teaching is not as well matched as it could be to children’s prior learning and development needs. Sometimes, staff’s interactions with children are not focused purposefully on promoting children’s understanding and use of language. Leaders are taking appropriate steps to further improve the early years provision, but the impact of their work is not firmly embedded.

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Inclusion Expected standard

Pupils flourish and make progress from their individual starting points, especially in reading. Leaders have embedded a culture of inclusion across the school. They identify pupils' needs appropriately. Staff work with external professionals to reduce barriers to learning. They provide timely support that enables pupils to access the curriculum. As a result, the school effectively meets the needs of pupils with special educational needs and/or disabilities.

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Inclusion Expected standard

The school engages with families from the earliest stages of their child's education. For example, staff provide opportunities for children and families to attend stay-and-play sessions before starting Nursery. Staff are trained in effective strategies to help them meet the needs of all pupils in the classroom. Teachers analyse assessment data to design targeted support. They deliver interventions in reading, phonics, handwriting, mathematics and spelling.

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Inclusion Expected standard

Disadvantaged pupils and those with other vulnerabilities overcome barriers to learning and participate fully in school life. Leaders strategically utilise pupil premium funding to enhance outcomes and close achievement gaps for disadvantaged pupils. They monitor the effectiveness of interventions targeting different pupils. They maintain regular oversight through meetings with staff and external professionals. As a result, all pupils can engage successfully in their learning.

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Leadership and governance Expected standard

Leaders and governors share their ambition for all pupils. They understand the school’s strengths and suitably identify priorities for improvement. For example, leaders have accurately identified areas of the early years provision that need further development. They are already taking the necessary steps to strengthen the standard of teaching and curriculum in the early years. Leaders also closely monitor the progress of different groups. They adapt the support the school offers to where it is most needed.

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Leadership and governance Expected standard

Governors know the school well and provide appropriate support and challenge. They fulfil their statutory responsibilities and maintain effective oversight of safeguarding. Governors engage in training and work with leaders to evaluate the impact of the school’s work. Their involvement plays a crucial role in driving school improvement.

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Leadership and governance Expected standard

Staff receive appropriate training to develop their skills. They often work with other schools to improve their practice. Leaders invest in professional learning to strengthen staff expertise. This includes recent work to improve how staff approach inclusion and develop pupils' oracy skills. Leaders consider staff workload and wellbeing when implementing changes. Staff understand the school’s priorities and contribute positively to ongoing improvements.

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Leadership and governance Expected standard

Parents and carers participate in school events and enjoy getting involved in school life. The school builds positive relationships with families and offers support when it is needed. These close partnerships lower learning barriers and improve outcomes for all pupils.

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Leadership and governance Expected standard

Leaders promote diversity, equality and inclusion through the curriculum and wider school culture. Leaders prioritise pupils’ mental health and wellbeing. As a result, pupils feel safe, valued and well supported within the school community.

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Personal development and wellbeing Expected standard

The school's personal development programme supports pupils' personal growth from Reception to Year 6. Pupils improve their understanding of relationships, health and wellbeing through carefully planned activities. Staff reinforce key themes such as mental health, personal safety and positive relationships in classrooms and during school events. Pupils learn how to stay safe, especially online. They know when to ask for help when needed. Weekly assemblies and themed activities build resilience and confidence. Through these, pupils gain a strong understanding of social, moral, spiritual and cultural matters. Pupils learn about British values such as respect, democracy and individual liberty through well- thought-out activities. Cultural weeks, community events and celebrations promote pupils' appreciation of diversity. As a result, pupils respect others and value different cultures.

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Personal development and wellbeing Expected standard

Pupils enjoy many experiences beyond the classroom. They take part in a range of enrichment activities, including sports, music and drama. Leaders aim to remove financial barriers so all pupils can participate. Pupils who are disadvantaged or have special educational needs and/or disabilities have full access to the range of opportunities the school has to offer. The school plans school visits to widen pupils' horizons and give them opportunities they might otherwise miss, such as a visit to the beach.

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Personal development and wellbeing Expected standard

Leaders and staff provide highly effective support for pupils' wellbeing. They work with families and outside agencies when extra help is needed. Pupils develop positive, trusting relationships with staff. They become confident and well-informed individuals who are ready for the next stage of their education.

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

Pupils take great pride in their school community. They feel safe and valued. Pupils make progress from their individual starting points and achieve well across the curriculum. They enjoy learning and develop a love of reading. Pupils enjoy accessing the school library and reading a wide range of books. They build strong relationships with staff and their peers. They know that adults listen to their concerns and help them when needed. Pupils say that bullying is rare. They trust staff to address any incidents quickly and effectively. Pupils behave well in lessons and around the school. Pupils attend regularly and enjoy being active members of the school community.

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

Pupils, including those with special educational needs and/or disabilities, participate fully in school life. Pupils who face barriers to learning or wellbeing receive effective support. They access the curriculum, participate in wider opportunities and achieve alongside their peers. Children in the early years settle quickly into routines. They develop independence, curiosity and confidence. They form positive relationships with adults and other children.

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

Pupils enjoy a wide range of opportunities beyond the classroom. They participate in sports, educational visits, residential experiences and enrichment activities, including visits to professional cricket matches and art galleries. These experiences broaden their horizons and deepen their understanding of the world. Pupils take on leadership roles and share their views. They express themselves confidently and effectively. They know that leaders listen to their opinions and value their contributions.

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

Pupils demonstrate the school's values of 'Ambition, Kindness and Resilience' in their daily interactions. They treat others with respect, celebrate differences and contribute positively to the school community. Pupils leave the school well prepared for future learning and life beyond school.

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Team inspectors:

Pamela Fearnley, Ofsted Inspector Calvin Henry, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Next steps

Leaders should ensure that pupils have regular opportunities to apply and develop their writing skills across the curriculum so that more pupils achieve well in writing by the end of Year 6. Leaders should strengthen the consistency and impact of teaching in the early years, including the quality of staff–child interactions, so that children are continually well supported to extend their knowledge and skills and, in turn, achieve as highly as possible in all areas of learning.

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About this inspection

The chair of the board of governors in this school is Valerie Churchill.

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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, other leaders, parents, carers, pupils and staff. The lead inspector met with members of the governing body, and a representative of the local authority who supports the school was present during the inspection.

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About this inspection

The inspector 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

Headteacher : Suzanne Spencer The inspector(s) used this data during the full inspection on 2 June 2026

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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 6 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 needs support 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) 60% 62% Close to average

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average

2023/24 (final) 63% 61% Close to average

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average

2022/23 (final) 54% 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) 77% 75% Close to average

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average

2023/24 (final) 77% 74% Close to average

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average

2022/23 (final) 71% 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) 70% 72% Close to average

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average

2023/24 (final) 77% 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

2024/25 (final) 77% 74% Close to average

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average

2023/24 (final) 73% 73% Close to average

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average

2022/23 (final) 71% 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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Disadvantaged pupils reaching the expected standard in reading

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

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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

‘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) 5.4% 5.2% 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) 13.4% 13.0% Close to average

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national average

2022/23 (3 term) 17.4% 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

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

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