Ormiston Endeavour Academy

Ormiston Endeavour Academy

Address: Defoe Road, Ipswich, Suffolk, IP1 6SG Unique reference number (URN): 137674

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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

Across the curriculum, pupils typically progress well from their various starting points. The school ensures that pupils generally achieve in line with their peers nationally, including in national tests and examinations. Although a minority of subjects have not improved at the same pace as others, most pupils achieve well across the breadth of the curriculum. Over time, published outcomes show an improving picture. This reflects leaders' effective identification of pupils' needs and the timely support the school provides. As a result of the school's actions, pupils achieve well across both key stages. This includes disadvantaged pupils, who achieve in line with other disadvantaged pupils nationally.

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Achievement Expected standard

Leaders have put in place appropriate processes to identify pupils who are behind in their foundation skills, including reading. As a result of effective support, pupils gain the basic skills and knowledge they need to access the curriculum and progress well from their starting points.

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Attendance and behaviour Expected standard

Leaders maintain an accurate understanding of attendance. They analyse patterns carefully to identify pupils and groups, who may require additional support. As a result, attendance remains consistently in line with national figures, including for vulnerable groups. Leaders respond promptly when barriers to regular attendance emerge. They work closely with pupils, families and external agencies, using appropriate strategies to improve attendance when needed. Extra help, such as mentoring and welfare support, help pupils overcome barriers and engage with school. As a result, most pupils attend regularly.

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Attendance and behaviour Expected standard

The school is a warm and positive place to learn. Pupils consistently demonstrate admirable attitudes towards their learning. This creates a calm and purposeful environment, where pupils focus well. Pupils treat staff and each other with respect and consideration. They celebrate differences and value diversity. Pupils move sensibly around school and contribute positively to the school's culture. They demonstrate a secure understanding of right and wrong. Many confidently challenge inappropriate behaviour on the rare occasion that it occurs. Pupils know that any issues they raise, including bullying, will be taken seriously and dealt with promptly and effectively. Effective, extra support ensures pupils thrive alongside their peers.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the strengths and areas for development within curriculum and teaching. They ensure that pupils access a broad, ambitious curriculum that secures the skills and knowledge pupils need. Teachers typically deliver the curriculum well. They ensure that learning is well matched to pupils' starting points and develops their understanding over time. Teachers use assessment appropriately to address misconceptions and identify any gaps that pupils may have. They adapt their teaching, where needed, to help pupils achieve success. Teachers have a secure understanding of pupils' individual needs, including those with special educational needs and/or disabilities. They provide appropriate support and adaptations so that pupils can access the curriculum successfully. A small number of pupils sometimes access learning outside of typical lessons. This is carefully tracked and monitored to ensure it meets pupils' needs. This results in an

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Curriculum and teaching Expected standard

ambitious and inclusive education for pupils.

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Curriculum and teaching Expected standard

Leaders have a sharp understanding of the importance of developing pupils' strong foundations in English and mathematics. For example, they ensure that regular checks identify pupils who need extra help with reading. There are a range of effective strategies in place to support pupils to develop these important basic skills and knowledge.

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Inclusion Expected standard

The school has appropriate processes in place to identify pupils' needs promptly. Leaders ensure there is a wide range of appropriate strategies in place to reduce barriers to learning or wellbeing that pupils may face. They ensure that disadvantaged pupils, including those with special educational needs and/or disabilities, and those known, or previously known, to social care, receive appropriate support to meet their needs. Staff receive helpful information about how to best support pupils. This includes how to make appropriate adaptations to their teaching. Teachers are well trained to implement these strategies effectively.

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Inclusion Expected standard

Leaders ensure that the pupil premium funding is used effectively to support disadvantaged pupils. They carefully monitor how well the pupils are achieving and intervene if additional support is needed. As a result of well-designed support systems, disadvantaged pupils typically feel a secure sense of belonging. They attend regularly and achieve in line with their peers.

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Inclusion Expected standard

The school makes use of a range of strategies to support pupils. Sometimes, this includes personalised pathways, such as studying ASDAN qualifications. Some pupils in key stage 3 access separate provision in school. This bespoke provision is typically for 6 weeks and carefully designed to reduce different barriers that pupils may face. The support helps pupils to reconnect with learning, attend well and achieve success. The school successfully uses an appropriate off-site provision for some pupils.

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Leadership and governance Expected standard

Leaders have a secure understanding of the school's strengths and priorities. They take appropriate action to consistently strengthen provision for pupils. School and trust leaders work appropriately with those responsible for governance, who provide appropriate support and challenge. Leaders have secure strategic oversight across the school. Recent developments in trust and school systems have further strengthened this area. Staff value the professional learning opportunities they receive. This includes effective training for experienced staff as well as those who are new in role. As a result, staff at all levels develop their expertise, which helps ensure continued improvements for pupils. Staff appreciate the support leaders provide to manage their workload and look after their wellbeing. Leaders engage well, and with increasing confidence, with external professionals. This benefits pupils, particularly those who are vulnerable or who need extra support. Parents and carers

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Leadership and governance Expected standard

are typically positive about the school. Leaders, governors and the trust acted with urgency to address the identified weaknesses in safeguarding following the suspension of the inspection that started on 6 May. They made highly effective use of trust expertise, alongside external support, to identify and address areas in most need of improvement. As a result, they have significantly strengthened safeguarding arrangements. Their actions have improved systems both at trust and school level to ensure that statutory requirements are now securely met. These improvements are now embedded into daily practice within the school. Leaders continue to maintain a clear focus on sustaining these improvements, alongside the school's wider priorities for continued development.

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Personal development and wellbeing Expected standard

Leaders have embedded a well-designed personal development programme that prepares pupils effectively for life after school. Dedicated teachers deliver the lessons confidently. This ensures a consistent experience for pupils across different years and classes, including those with special educational needs and/or disabilities. Pupils enjoy learning relevant and important topics that are appropriate to their age. They learn about relationships, sex and health education, which enables them to recognise healthy relationships, personal safety and online risks. Pupils also develop an understanding of fundamental British values and show respect for people whose backgrounds and beliefs differ from their own. Opportunities to celebrate differences, such as through 'culture day', are popular with the pupils. These activities broaden pupils' understanding of the communities in which they live.

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Personal development and wellbeing Expected standard

The school's careers programme is well designed to meet pupils' needs. Pupils benefit from meaningful encounters with employers, colleges and training providers. This helps them to understand the opportunities on offer, both locally and beyond. The school supports pupils to attend appropriate work experience placements that may include opportunities with skilled trades, such as mechanics. Pupils appreciate college visits as well as visits from college staff and participation in subject 'taster' sessions. This means that pupils are well informed to choose their next steps with confidence.

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Personal development and wellbeing Expected standard

There is a broad programme of clubs, sports and enrichment opportunities that enable pupils to develop their skills and interests. As well as trips abroad, many pupils experience local visits. For example, theatre trips or visits to adventure parks. A significant number of pupils enjoy participating in the Duke of Edinburgh's Award, which develops their resilience and independence.

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Personal development and wellbeing Expected standard

Effective pastoral care helps pupils feel safe and well supported. Pupils know there are many members of staff available to help them if they need extra care.

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

Pupils enjoy attending Ormiston Endeavour. They like their lessons and enjoy learning. They appreciate that their teachers have a secure understanding of their needs. If a pupil needs extra support, teachers are eager to help them. The school works effectively to address any barriers that pupils may face. For example, some pupils receive extra help to improve their reading skills. When needed, pupils benefit from extra help managing their emotions. This can include mentoring sessions. Teachers understand what pupils know and can do. As a result, pupils generally receive work that is well matched to their starting points. Most pupils progress well through the curriculum. They are well prepared for their next steps.

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

Pupils benefit from the positive relationships they form with their peers. These friendships develop through shared experiences and the rich range of enrichment opportunities on offer. Pupils enjoy their experiences outside of the classroom. For example, a medieval day experience to supplement their learning in history. Many pupils participate in the Duke of Edinburgh's award. Others enjoy sports, such as football and basketball or drama clubs. These activities help them to gain confidence and make new friends.

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

Pupils' behaviour is typically impressive. They are polite and courteous to their peers and adults. In lessons, pupils are attentive to their teachers. They demonstrate high levels of focus on their learning. The vast majority of pupils feel safe here. They appreciate the care that adults give them. Incidents of bullying are rare. If they happen, pupils report it quickly. This is because they are confident that it will be addressed effectively by staff. Pupils enjoy school. They are well supported to attend regularly. As a result, their attendance is in line with their peers nationally.

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Next steps

Trustees must maintain a robust oversight of safeguarding to ensure they have an accurate understanding of safeguarding arrangements over time. Leaders should continue to support teachers' development so that highly effective teaching is consistent across the curriculum. Leaders should continue to tackle barriers to pupils’ attendance to secure high attendance for all groups of pupils.

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About this inspection

This school is part of Ormiston Academies 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), Tom Rees, and overseen by a board of trustees, chaired by Dr Julius Weinberg.

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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 school leaders, trustees, the CEO, trust staff, the local authority designated officer and representatives from the virtual school during the inspection.

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About this inspection

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

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Team inspectors:

Robert James, Ofsted Inspector Ruth Brock, Ofsted Inspector Polly Lankester, 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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 6 May 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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900

The inspection started on 6 May 2026. It was suspended in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy to give the school an opportunity to resolve issues with safeguarding. Inspectors returned on 15 July 2026 to complete the inspection by gathering additional evidence on whether safeguarding arrangements are met.

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900

The school currently uses 2 registered alternative provisions.

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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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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 42.8 46.1 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.09 -0.03 Close to average

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national average

2022/23 (final) -0.28 -0.03 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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 18.9% 25.8% Close to average

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national average

2023/24 (final) 20.0% 25.8% Close to average

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national average

2022/23 (final) 29.6% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 36.0 34.9 Close to average

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national average

2023/24 (final) 34.2 34.6 Close to average

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national average

2022/23 (final) 33.9 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.32 -0.57 Close to average

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national average

2022/23 (final) -0.52 -0.57 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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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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) 8.8% 8.4% Close to average

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national average

2023/24 (3 term) 8.2% 8.9% Close to average

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national average

2022/23 (3 term) 7.7% 9.0% 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) 25.1% 23.4% Close to average

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national average

2023/24 (3 term) 25.0% 25.6% 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. 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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