Orchard Park Community Primary School

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About Orchard Park Community Primary School

Name Orchard Park Community Primary School
Website http://www.orchardparkprimary.co.uk
Ofsted Inspections
Headteacher Mrs Victoria Lucy Coe-Hales Steggles
Address Ringfort Road, Orchard Park, Cambridge, CB4 2GR
Phone Number 01223438200
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 172
Local Authority Cambridgeshire
Highlights from Latest Inspection


Orchard Park Community Primary School continues to be a good school.

What is it like to attend this school?

Pupils say that they enjoy learning at Orchard Park Primary and teachers help them to do their best. Pupils feel safe and are kept safe. The school is welcoming and is at the heart of the local community.

Pupils and their families are well supported by school staff.

Pupils work hard to meet the high expectations set for them by teachers, and these are beginning to be realised, particularly in English and mathematics. Other subjects are taught through topics that pupils enjoy.

Learning was well managed during the pandemic, largely via the school's remote lear...ning offer.

Pupils behave well. Clear behaviour expectations and policies, including rewards and sanctions, ensure a calm, orderly and appropriate environment, both in class and around the school.

Pupils say that there is very little bullying and that any concerns are dealt with and taken seriously by staff.

Engagement with the wider curriculum is enhanced through visits and trips related to pupils' areas of study. Pupils say that they enjoy these opportunities, which help bring topics to life.

Notably, the school has earned a National Heritage Award through its history curriculum, which links to the special Iron Age site on which the school sits.

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

Leaders are providing a good quality of education. Their intent for each subject is clear.

Planned activities provide the opportunity for pupils to demonstrate what they know, can do and understand. Subject leaders provide helpful professional development and clear subject-specific policies. Class teachers use these policies to inform their practice in delivering the planned curriculum.

Daily phonics and guided reading sessions systematically support the teaching of reading. Pupils develop a love of books and of reading. Teaching and support staff are well trained in the various schemes and approaches used, and they skilfully support and develop pupils' reading skills.

Those pupils who need additional support, or who do not read as often, are identified and supported. As a result, pupils quickly develop skills and confidence in early reading.

Most curriculum subjects are largely taught through topics, such as 'A place to settle' in Year 4.

This provides opportunities for pupils to make links between subjects such as geography, history and science. Most topics have an attached visit or trip, such as to West Stow. At times, some pupils would benefit from further ambition in wider curriculum objectives, such as opportunities to study areas in greater depth or to apply their newly acquired skills in other subjects.

Assessment of pupils' achievement is regular, and teachers provide suggestions for improvement. This is usually effective in pushing learning forward. Occasionally, though, teachers' use of assessment does not make sure that pupils' misconceptions are rectified.

Leaders provide a wide range of opportunities for pupils' personal development. These include instrument tuition for all year groups. Links with local church and faith leaders who host community assemblies support pupils' spiritual, moral, social and cultural development.

Support for young carers or those requiring well-being or emotional support is provided. This ensures that pupils have the chance to participate in activities linked to their interests and to gain skills for life.

Children get off to a good start at the school.

Both Nursery and Reception classes plan and deliver an appropriate and engaging early years curriculum. This includes targeted activities, a range of interactive activities linked to the planned curriculum, and opportunities to work and play in the well-resourced outdoor areas. Children learn to interact and play together and there is a clear focus on developing children's language and early mathematical skills, which prepares them well for Year 1.

Pupils report that behaviour is managed well through clear policies and procedures, including effective rewards and sanctions. Pupils know and understand these. There is targeted support available for those who need it.

Pupils with special educational needs and/or disabilities (SEND) are supported to achieve well. Leaders are proactive and work closely with families and outside agencies to get the most appropriate advice. Pupils with SEND are supported in class using appropriate strategies by skilled adults.

This ensures that these pupils can access the planned curriculum as fully as possible.

Governors consider the workload and well-being of staff. They are regularly involved with the school by monitoring effectively the quality of education.

Governors check with leaders to ensure that pupils have good attendance and punctuality. They ensure that persistent absence is followed up and families are supported where necessary.


The arrangements for safeguarding are effective.

Leaders are proactive in quickly identifying children who may need support or who are at risk. Leaders secure timely help for families by liaising with safeguarding partners and other agencies. There is a safeguarding team with clear roles and responsibilities.

Staff and pupils know whom to talk to and what to do should they have any concerns. Case studies show that concerns are recorded and followed up appropriately.

Teachers raise awareness of safety issues through curriculum input, such as in personal, social and health education lessons and during assemblies.

As a result, pupils demonstrate good awareness of risk, including online risks. Recruitment records and checks on adults working at the school are thorough and appropriate.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers' use of assessment does not always help pupils to understand where they have misunderstood what they are being taught.

Some pupils do not progress through the curriculum as well as they could. Leaders should ensure that staff address pupils' misconceptions effectively, so that pupils learn well across all areas of the curriculum. ? Some aspects of the curriculum are not ambitious enough.

This means that pupils are not given the opportunity to explore and learn different subjects areas in as much depth as they should be able to. Leaders should ensure that the curriculum is planned to enable pupils to learn in depth across all subjects.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in January 2011.

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