Ormesby Primary School

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About Ormesby Primary School

Name Ormesby Primary School
Website http://ormesby.ironstoneacademy.org.uk/
Ofsted Inspections
Headteacher Mrs Amy Blackburn
Address Henry Taylor Court, Ormesby, Middlesbrough, TS7 9AB
Phone Number 01642314430
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 289
Local Authority Redcar and Cleveland
Highlights from Latest Inspection

What is it like to attend this school?

There has been a remarkable shift in the culture of Ormesby Primary School since the previous inspection. Pupils now understand and follow three rules; be safe, be respectful and be a learner. Staff expect the best from pupils' behaviour and efforts.

Pupils rise to these expectations. They behave well. Older pupils and staff describe the school as 'a different place'.

Leaders have instilled pride and self-belief into this school community. Pupils enjoy celebrating their own successes and those of their peers. Pupils are proud of the positions of responsibility that they hold, such as monitors, librarians and playground leaders.

Pupils value the reward systems... in school. They work hard and enjoy spending their 'pride points'.

Pupils explain that school is a place where everyone is included.

This is evident from the way that pupils interact with each other. They cooperate and enjoy playing together. Adults help pupils to manage their friendships.

Pupils are encouraged to discuss and resolve any disagreements. Pupils have a strong understanding of tolerance and equality. They explain this is why bullying is not a problem here anymore.

Pupils recognise what bullying is. They feel confident to report it and challenge unkindness.

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

Leaders are ambitious for the education that pupils in this school deserve.

Since the previous inspection, the school has prioritised the curriculum. They have made clear decisions about what pupils will learn. They have organised content logically so that pupils can build on what they already know.

The school has ensured that pupils' learning is linked to their local area; pupils learn about the local ironstone mines in history. Leaders ensure that enrichment activities bring the curriculum to life for pupils. Pupils talk with enthusiasm about video calls with scientists.

They learn about different careers that they could pursue.

The school recognises the importance of reading for pupils' life chances. Phonics is taught effectively.

Pupils learn to read well. Pupils who find reading more difficult are well supported to keep up. Pupils talk about the stories that they enjoy reading and listening to.

This is particularly clear in the early years, where leaders make sure that the development of children's language is designed around a love of stories and books.

Older pupils have gaps in their learning from the previously weak curriculum. Leaders have thought carefully about how to identify and close these gaps.

Some of these gaps are still reflected in the outcomes that pupils achieved in national tests and assessments the end of key stage 2 in 2023 However, the stronger outcomes of younger pupils, in phonics for example, show the positive impact of leaders' actions.

Teachers introduce new information clearly. They check how much pupils remember using retrieval activities.

Teachers use knowledge checkers at the end of topics to check how much pupils have remembered over time. This means that, where there are gaps for older pupils, teachers can identify these quickly. However, where pupils are more secure in their understanding, teachers do not ensure that these pupils are making sustained progress from their starting points.

The school has recently increased the focus on pupils with special educational needs and/or disabilities (SEND). Staff now have the information and training they need to support pupils with SEND to achieve well. Pupils with SEND are well-catered-for in classrooms, alongside their peers.

In the early years, children with SEND are skilfully supported by adults to ensure they are learning the curriculum effectively.

Behaviour at Ormesby has been transformed. Pupils understand staff's high expectations and respond well to these.

Pupils who find meeting these expectations more difficult are supported to help them make the right choices. Adults are well trained to help them give this support.

Most pupils attend well.

There are still a number of pupils who do not attend school as often as they should, including disadvantaged pupils. These pupils are missing valuable learning and this has a negative impact on how well they achieve. Disadvantaged pupils do not achieve as well as their peers.

Leaders have robust systems in place to promote regular attendance from pupils.

The positive changes in pupils' behaviour have been underpinned by a strong focus on pupils' personal development. Leaders have a clear vision of preparing pupils to contribute positively to society.

Pupils of all ages learn important messages about equality, diversity and respect. They also understand about healthy relationships and how to keep themselves safe online. The school ensures that pupils learn about risks they might face in their community.

Pupils are taught how to manage these risks, including large dogs and road safety.

Changes to the governing body have provided stronger oversight of school. Governors are now an effective source of challenge and support for school leaders.

Staff talk positively about the support they receive from leaders. Staff feel that their workload is considered and that leaders value their opinions. They are optimistic about the improvements that are evident across all aspects of the school.

Staff are proud to work here.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some instances, teaching is not sufficiently adapted to ensure that all pupils can make progress from their starting points, particularly higher-attaining pupils.

This means that some pupils could be moving through the curriculum more quickly than they are. The school should ensure that teachers are appropriately trained to adapt their teaching to ensure the progress of all pupils. ? Some disadvantaged pupils do not attend school as often as they should.

This means that they are missing out on valuable learning and this is having a negative impact on the achievement of this group of pupils. There is a gap between the attendance and achievement of disadvantaged pupils and their peers. The school should continue to concentrate their efforts on securing regular attendance of disadvantaged pupils.

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