Cherry Orchard Primary Academy

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About Cherry Orchard Primary Academy

Name Cherry Orchard Primary Academy
Ofsted Inspections
Mrs Julie Forsythe
Address Cherry Orchard, Cherry Orchard Road, Ebbsfleet, DA10 1AD
Phone Number 01322242011
Phase Academy
Type Academy sponsor led
Age Range 2-11
Gender Mixed
Number of Pupils 446
Local Authority Kent
Highlights from Latest Inspection

What is it like to attend this school?

The boundless ambition from everyone at Cherry Orchard is infectious.

Staff are united in striving for the best education for every child. This begins right from day one in the Nursery. The academy's curriculum, based on the International Baccalaureate, enables pupils to acquire a first-rate body of knowledge and skills that develops them into inquisitive, global citizens.

Everywhere you go, pupils smile. The impressive outdoor environment gets pupils buzzing with excitement. They enjoy running around the spacious grounds, challenging themselves on the climbing structures and playing a range of team games.

Pupils are happy, and they are glad they attend Cherr...y Orchard.

Pupils feel safe and at ease. They know that any adult would help them if they had any worries.

Kindness flows between pupils and adults. Pupils' behaviour is exemplary. They are highly motivated to learn, and focus conscientiously in lessons.

Pupils enjoy showing off their school. They beamed with pride telling inspectors about the life-size sculptures they had made. Pupils are eager to talk about the large world map inside the building which represents the many countries that they all come from.

Leaders are committed to affording experiences and opportunities that will stay in pupils' hearts.

What does the school do well and what does it need to do better?

The academy's highly ambitious and well-designed curriculum is carefully crafted around central ideas. Each unit of inquiry ably supports pupils to develop detailed knowledge by making strong connections between different subjects.

With this excellent learning, pupils show they can think deeply about what is happening locally, nationally and globally.

To achieve their curriculum aims, leaders know that every child must be taught to read well first. They accomplish this through all pupils following a highly effective and systematic phonics programme.

This starts without delay in Reception. The reading leader is steadfast in ensuring all staff follow the programme exactly. All the resources and carefully matched phonics books are in place to give children everything they need to read.

The COVID-19 pandemic has adversely impacted on where some pupils are on the phonics programme currently. Leaders have acted swiftly to organise daily, additional phonics sessions to help every child catch up fast. Staff are extensively well trained to teach pupils to read.

Teachers are knowledgeable about the curriculum that pupils learn. In the early years, staff plan learning that is purposeful for children to learn and develop well, particularly physically and socially. Adults' interactions with the youngest children are tip top.

They exploit every opportunity to move children on in their activities and independent play. In other year groups, teachers use assessment well to identify whether pupils are secure in their understanding. If not, teachers work assiduously so that pupils remember key content.

In all year groups, pupils practise daily their recall of their learning from yesterday, last term and last year. This approach works exceptionally well.

Pupils' development beyond academic subjects is first class.

The notable experiences the academy provides are no bolt-on. Instead, they are intricately woven into the curriculum. These opportunities enable pupils to express themselves confidently and respect different perspectives from their own.

Pupils are caring, principled and open-minded. Leaders begin teaching these attributes in the early years. By the time pupils leave Year 6, they are well prepared for the next chapter of their lives.

Many pupils join and leave at different times in the school year due to an ever- changing housing market and economic situation in and outside London. Leaders are on the ball in identifying and meeting the needs of pupils with special educational needs and/or disabilities (SEND) who arrive. They assess precisely to ensure a child gets what they need to help them learn successfully.

Leaders are ambitious for all children irrespective of circumstances. Within the specially resourced provision for pupils with SEND, adults provide bespoke support to help pupils achieve their potential.

Leaders and staff benefit greatly from Leigh Academies Trust's wealth of expertise.

The extensive training programme from the trust ensures all staff develop professionally in their craft. Senior leaders offer the right support and coaching to develop new subject leaders' knowledge. Staff are glowing in their praise for leaders' support and care shown to them.

They say the principal's door is always open to staff if they need to talk.

Trustees are experts in their field. They robustly hold leaders to account for the quality of pupils' education.

They leave no stone unturned. Trustees delegate certain functions of the academy's educational performance to the local academy board. These governors perform their duties exceptionally well.


The arrangements for safeguarding are effective.

Trustees describe safeguarding as the 'bedrock' of Cherry Orchard. It underpins all that leaders do.

Staff have access to ongoing training which strengthens their safeguarding knowledge. They share concerns immediately with the designated safeguarding lead and record these on the academy's 'green' forms. Leaders make swift and well considered decisions to protect children from risk of harm.

During the pandemic, leaders have been astute about more pupils working online than before. Risks of social media and technology are carefully planned into the curriculum. Pupils are knowledgeable about organisations that can help them stay safe online.

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