Orchard Mead Academy

What Ofsted said

From the inspection on 2 June 2026

Pupils experience the school as a highly inclusive and supportive community, where they feel safe, valued and well cared for. They describe strong, trusting relationships with staff and say there are adults they can talk to if they have concerns. High levels of staff presence at the start of the day and during social times help create a calm and welcoming atmosphere in which pupils feel secure. Pupils feel a strong sense of belonging within a diverse community. They value the way that different cultures, backgrounds and identities are respected, and say that the school promotes kindness and tolerance. Pupils report that bullying and inappropriate language are taken seriously and dealt with quickly, helping them to feel confident that issues will be resolved. Pupils generally behave well and understand the school’s expectations. They are familiar with the shared ‘FAST’ approach and say that it is applied consistently. Pupils view behaviour systems as fair and supportive, recognising that staff help them to reflect on and improve their behaviour. Relationships between pupils and staff are positive and contribute to a respectful environment. In lessons, pupils benefit from clear routines and structured teaching. Many respond confidently to questioning and take part in activities that support their learning. However, in some lessons, pupils rely on direct prompting and do not consistently demonstrate independence. Some pupils have gaps in their work, often linked to absence, which limits how secure their learning is over time. Pupils enjoy a range of wider opportunities, including clubs, sporting activities and enrichment experiences, that contribute to their confidence and personal development. Attendance is improving due to the support and encouragement provided by staff, although some pupils do not attend consistently. Overall, pupils belong and thrive in this caring and inclusive school, that is committed to supporting them to 'be the best version of themselves'.

What the school should improve

• Leaders should ensure that the quality of teaching is consistent, so that all pupils develop a secure understanding of important knowledge and become increasingly independent in their learning.
• Leaders should accelerate improvements in pupils’ achievement by ensuring that gaps in pupils' learning are resolved quickly and consistently, so that pupils' achievements are in line with national averages.
• Leaders should continue to strengthen their work to improve attendance, particularly persistent absence, so that overall attendance rises more rapidly to be in line with national figures and improvements are sustained across all groups.
• Leaders should ensure that pupils develop a secure understanding of the personal development curriculum, particularly in relation to religious education and fundamental British values, so that they can confidently recall, explain and apply their learning about different faiths, cultures and wider societal issues.
• Leaders should further strengthen their evaluation and quality assurance processes so that they identify key priorities sharply, evaluate the impact of actions rigorously and ensure that improvements in teaching, achievement and attendance are implemented consistently and at pace across the school.

Read the full Ofsted report (opens in a new tab)