Orchard Primary School

Name Orchard Primary School
Website http://www.orchardprimary.org.uk
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
Phone Number 01386552515
Type Academy
Age Range 5-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 171 (50% boys 50% girls)
Number of Pupils per Teacher 19.1
Academy Sponsor Avonreach Academy Trust
Local Authority Worcestershire
Percentage Free School Meals 16.4%
Percentage English is Not First Language 2.6%
Persisitent Absence 13.4%
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.