Orchard Academy

Orchard Academy

Address: Springfield Boulevard, Springfield, Milton Keynes, Buckinghamshire, MK6 3HW Unique reference number (URN): 138605

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Safeguarding standards met

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

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How we evaluate safeguarding

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

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How we evaluate safeguarding

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

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Attendance and behaviour Expected standard

Pupils arrive punctually. They quickly settle into the school day. Leaders have high expectations for attendance. They have put appropriate policies and procedures in place to track patterns. This means staff can identify when pupils are not attending as often as they should. Leaders take appropriate action to address barriers to attendance. They work closely with pupils and families to understand individual circumstances. This helps pupils to attend more regularly.

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Attendance and behaviour Expected standard

Leaders, staff and pupils have a shared understanding of appropriate behaviour at Orchard Academy. High expectations of conduct around the school are clearly understood by pupils. Staff reinforce these expectations with clear boundaries and consequences where necessary. Pupils generally move around the school showing respect towards each other and to the adults around them. Pupils say they understand the school rules and know that they are there to keep them safe. Pupils generally behave well in classrooms and around the school.

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Attendance and behaviour Expected standard

Leaders track bullying and discriminatory incidents carefully. Leaders work closely with families to understand behaviour and support pupils effectively. Tailored support is in place to ensure that all pupils learn successfully alongside their peers. Personalised provision is implemented where required to support individual pupils effectively.

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Curriculum and teaching Expected standard

Leaders have designed a broad, ambitious and fully sequenced curriculum. They monitor it regularly and carefully identify areas for improvement. Leaders use their knowledge of the effectiveness of the curriculum to deploy staff and allocate training effectively.

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Curriculum and teaching Expected standard

Leaders support staff so that teaching is typically effective. Staff use increasingly consistent teaching approaches. However, the impact of this work is not yet reflected in published outcomes. These approaches help pupils understand new concepts and practise them with increasing independence. Teachers generally demonstrate secure subject knowledge. Explanations are typically clear and draw attention to key information so that pupils can apply this effectively. Teachers use questioning to check and deepen pupils’ understanding. Thoughtful interactions and appropriate adaptations enable pupils, including those with special educational needs and/or disabilities, to access the curriculum alongside their peers. Pupils enjoy talking about their learning and are given opportunities to discuss their ideas with their peers. This helps them to build their confidence and independence.

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Curriculum and teaching Expected standard

Improvements to assessments mean that gaps in pupils’ learning are being identified more effectively. Staff generally ensure that pupils have the strong foundations they need so they can start to address more complex ideas. However, in some areas such as handwriting, staff do not consistently address misconceptions quickly enough.

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Inclusion Expected standard

Leaders ensure that staff identify pupils’ needs accurately. Robust systems and careful monitoring are in place to ensure that support is adapted when required. Staff have high expectations for all pupils, including those with special educational needs and/or disabilities and disadvantaged pupils. Staff make increasingly appropriate adaptations in lessons, which enable pupils to access the full breadth of the curriculum. All staff feel well prepared to support pupils with the most complex needs due to an effective training programme.

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Inclusion Expected standard

Pupils in the resourced provision receive high-quality teaching from highly trained staff. Lessons are carefully tailored to pupils’ individual needs. Pupils participate in wider school life when appropriate. Leaders engage closely with external providers, including the local authority, speech therapists, educational psychologists and other specialist organisations. Close liaison is maintained with families and carers to ensure that pupils’ support and provision are consistent both at home and at school.

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Inclusion Expected standard

Leaders strategically use pupil premium funding, which strengthens pupils’ access to learning and wider opportunities. Staff build trusting relationships with families, creating strong links between home and school. Initiatives such as holding coffee mornings outside the school provide opportunities to listen to the community’s needs and to provide signposting to additional support.

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Leadership and governance Expected standard

Leaders have a clear vision for the school. They want all pupils to achieve their best, including those with special educational needs and/or disabilities and those who are disadvantaged. Leaders’ plans for improvement are appropriate and ambitious. They make carefully considered changes to secure the best outcomes for pupils. Leaders prioritise inclusion. Leaders value support from the trust, which helps to drive improvement. The impact of leaders’ actions is seen in the improved quality of teaching across the school and the improvement in pupils’ work.

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Leadership and governance Expected standard

Leaders and governors understand the school’s context. They know what actions need to be undertaken to continue to improve the school. Leaders prioritise high-quality professional development that is rooted in research. The programme supports all staff, including early career teachers and trainees. Leaders ensure it is relevant and aligned to school priorities. They carefully consider the training staff need to carry out their roles effectively. Opportunities to collaborate across the trust further strengthens staff expertise and contributes to effective practice. Leaders take a proactive approach to managing workload. Staff recognise these actions as supportive and well considered.

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Leadership and governance Expected standard

Those responsible for governance demonstrate strategic understanding of the school and fulfil their statutory duties. They hold leaders to account with effective challenge, balanced with valued support, which ensures that all decisions are made with positive outcomes for pupils in mind.

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Personal development and wellbeing Expected standard

Pupils benefit from a well-taught personal, social and health education (PSHE) curriculum that includes relationships education. This includes careful adaptations for those with special educational needs and/or disabilities, so lessons are appropriate to their stage of learning. Pupils talk about many aspects of their PSHE learning confidently. Their knowledge of protected characteristics is robust and contributes towards their impressive understanding of tolerance and respect for others. Pupils demonstrate an understanding of healthy relationships. They know how to keep themselves safe in different situations, such as online and through the cycling proficiency scheme that runs in Year 6. Pupils across the school share their enjoyment of the religious education they receive. They can discuss different faiths and cultures and compare them with their own beliefs.

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Personal development and wellbeing Expected standard

Pupils access a wide range of enrichment opportunities and extra-curricular clubs. Pupils report that they enjoy the range of opportunities on offer, including residential trips, visits and other experiences. Pupils are particularly proud of the opportunity to participate in the ‘EMATters Voices’ choir performance. Pupils value the range of leadership opportunities, such as school council, play leaders and eco-warriors. The pupils involved in the trust-wide ‘Pupil Parliament’ are impressive role models for others.

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Personal development and wellbeing Expected standard

Leaders ensure that disadvantaged pupils access a range of opportunities. This helps all pupils to develop new talents and interests, as well as broaden their horizons. Leaders track participation in clubs and ensure that these are an entitlement for all pupils, removing barriers on an individual basis where required.

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Personal development and wellbeing Expected standard

The school’s pastoral offer is effective and has a positive impact on pupils’ wellbeing. Pastoral support also extends to families and the wider school community. The school runs coffee mornings for parents and carers, in liaison with other local schools. These are an opportunity to provide information about relevant local services.

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Achievement Needs attention

Historically, pupils have not achieved as well as they should in national tests. However, current leaders have significantly improved the quality of teaching across the school. This means that pupils now broadly learn the knowledge they need to be successful in their next stage of learning. The impact of this work is particularly evident in reading and mathematics. Leaders are now focusing on employing the same process to improving pupils’ handwriting.

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Achievement Needs attention

Pupils’ learning across the broader curriculum is generally appropriate. Leaders have implemented new assessment systems, which means gaps in pupils’ learning are now effectively identified and addressed. However, it is too early to see the impact of these improvements on pupils’ achievement. Pupils make increasingly good progress from their starting points. This is particularly evident for those pupils with special educational needs and/or disabilities and those who speak English as an additional language.

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

Pupils feel safe and happy at Orchard Academy. This diverse, vibrant school is inclusive of everyone. Staff and pupils enjoy positive and respectful relationships, which contribute to a strong sense of community. Staff know pupils well and create an environment where pupils feel confident to be themselves. Pupils embrace different faiths and cultures, preparing them well to appreciate equality and diversity in the wider world. One pupil said, ‘We know we are all stronger if we are together.’

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

Most pupils behave well due to clear boundaries and well-established routines. Staff model high expectations. Playtimes are active, fun and enjoyable. Pupils know to talk to staff if they are worried about bullying.

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

Pupils are enthusiastic about learning and keen to participate in lessons. They generally listen attentively and show respect for their teachers. Pupils are well known by staff. All pupils, including those with special educational needs and/or disabilities, benefit from carefully adapted lessons. Pupils understand that some need more help than others. Not all pupils achieve as well as they should across the curriculum. This is because expectations have not been high enough in the past. Pupils’ handwriting across the school needs to improve. Attendance is broadly in line with national figures. Leaders work hard to remove any individual barriers to pupils attending school.

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

Pupils value the wide range of opportunities available beyond the taught curriculum. They participate in numerous clubs and sporting experiences. Pupils benefit from residential visits and trips to places such as Whitemore Lakes and the pantomime. These help broaden pupils’ experiences. Pupils appreciate the leadership roles they can undertake, such as school councillors, play leaders and diversity ambassadors. Pupil Parliament gives pupils the opportunity to represent their school and be role models to younger pupils. These roles help pupils develop confidence and a sense of responsibility.

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Next steps

Leaders should ensure their chosen approach to handwriting is consistently applied across all subjects and year groups. Leaders should continue to develop effective assessment systems so that staff identify gaps in knowledge effectively.

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About this inspection

This school is part of the East Midlands Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Joshua Coleman, and overseen by a board of trustees, chaired by Stephen Morales.

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Team inspectors:

Ian Elkington, Ofsted Inspector Anneka Fisher, His Majesty's Inspector Ian Howie, His Majesty's 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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 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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School capacity

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

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School capacity

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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School capacity

Inspectors spoke with pupils, leaders, staff, a member of the local advisory board, the CEO and the chair of the trust during the inspection.

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School capacity

The Executive Headteacher for the school is Zoe McIntyre.

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

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

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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) 67% 72% Close to average

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average

2023/24 (final) 67% 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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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) 44% 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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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) 59% 59% Close to average

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average

2023/24 (final) 58% 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) 54% 61% Close to average

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Disadvantaged pupils' performance gap

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

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Overall absence

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

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national average

2024/25 (3 term) 4.6% 5.2% Close to average

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national average

2023/24 (3 term) 5.8% 5.5% Close to average

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national average

2022/23 (3 term) 5.4% 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) 11.4% 13.0% Close to average

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national average

2023/24 (3 term) 16.4% 14.6% Close to average

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national average

2022/23 (3 term) 14.2% 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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