|Name||Orchard Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||16 March 2016|
|Address||Cherry Orchard, Pershore, WR10 1ET|
|Religious Character||Does Not Apply|
|Number of Pupils||171 (50% boys 50% girls)|
|Number of Pupils per Teacher||19.1|
|Academy Sponsor||Avonreach Academy Trust|
|Percentage Free School Meals||16.4%|
|Percentage English is Not First Language||2.6%|
|Pupils with SEN Support||21.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Highlights from Latest Inspection:
Information about this school
Cherry Orchard is much smaller than the average-sized primary school. The proportion of pupils who have special educational needs and disability is about one in four, which is much higher than the national average. The school has an ‘Integration Base’ for pupils with complex learning difficulties and emotional and developmental needs. Consequently, the proportion with a statement of special educational need or an education, health and care plan is well above average. Most pupils are White British. The proportion of pupils from minority ethnic groups is well below the average nationally. No pupils have been identified whose first language is not English. The proportion of pupils supported by pupil premium funding (additional funding for pupils known to be eligible for free school meals and those looked after by the local authority) is broadly average. The proportion of pupils who join or leave the school mid-way through a key stage is above the national average. The headteacher was in post at the time of the last inspection. A new chair of the governing body has been appointed since then. Breakfast and after-school clubs are provided for pupils by the governing body. Based on their unvalidated 2015 results, the school meets the government’s 2014 floor standards. These are the minimum standards expected for pupils’ learning and progress in reading, writing and mathematics.
Summary of key findings for parents and pupils
This is a good school The school has continued to improve since it was last inspected. Leaders know the school’s strengths and areas for development well. Good teaching ensures that children’s learning gets off to a good start in the early years. Children are eager try out new experiences and enjoy learning as a result. Pupils in key stages 1 and 2 are making good progress, including disadvantaged pupils and the most-able pupils. Most pupils who have special educational needs and disability are also doing well in mainstream lessons. Across the school, outcomes have been rising over time. By the end of Year 4, pupils reach levels above those typically expected for their age in reading, writing and mathematics. Consequently, they are well prepared for learning in Year 5. Good teaching in mainstream lessons challenges pupils to do well. Activities are well planned and engaging. Additional support is effective. Pupils behave well in lessons, around the building and in the playground. They are very proud of their school. Leaders’ and governors’ actions to ensure that pupils are kept safe are effective. Pupils feel safe as a result. Responses to Parent View show that parents are overwhelmingly positive and supportive of the school and leaders’ aims and ambitions. It is not yet an outstanding school because : Teaching over time for a small minority of pupils who have special educational needs and disability is not challenging enough and does not build effectively on what they can already do. Leaders have not checked carefully enough the impact of additional support outside of mainstream classes for pupils who have special educational needs and disability.