Orchard Primary School

What Ofsted said

From the inspection on 3 February 2026

Pupils are welcomed warmly each morning and arrive ready to start the day. They respond positively to familiar routines and form trusting relationships with staff, who take time to listen and provide reassurance when concerns arise. Pupils feel safe in school and know which adults they can approach if something is worrying them. They value the ways they can share concerns, knowing that staff will offer support. Most pupils enjoy practical activities and spoken discussions, particularly in subjects such as physical education and design and technology. Children in the early years are curious and eager learners. Established routines help them to settle quickly and feel well cared for. Older pupils appreciate the opportunities offered beyond lessons, including visits, performances and sporting events. Pupils are polite and welcoming to visitors. Many are proud of their school and want to do well. They understand the importance of being respectful and can talk about ways to stay healthy and safe. They enjoy contributing to school life, whether through clubs, performances or helping others, and these opportunities help them develop a keen sense of belonging to the school community. Pupils’ day-to-day experiences vary. While some pupils concentrate well and follow established routines, others do not. Staff do not routinely insist on high expectations for pupils' behaviour and learning. This means that some classes are calm and purposeful, while in others low-level disruption sometimes interrupts pupils’ learning. Pupils say bullying is uncommon, but a small number feel that unkind behaviour is not always resolved as quickly as they would like. Inconsistencies in curriculum and teaching and approaches to inclusion mean that some pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, do not learn or achieve as well as they should. Attendance is low for all groups of pupils. Too many pupils are absent from school on a regular basis. This impacts negatively on how well pupils learn and develop personally.

What the school should improve

• Leaders should ensure that staff have the necessary skills to reduce barriers to pupils' learning and wellbeing effectively.
• Leaders, including those responsible for governance, should ensure that the pupil premium strategy is appropriately focused on effective strategies to improve outcomes for disadvantaged pupils in reading, writing and mathematics.
• Leaders should ensure that teaching and assessment are consistently effective and of high quality across the school so that pupils secure important foundational knowledge, particularly in reading, writing and mathematics, and achieve well.
• Leaders should ensure that attendance improves and absence reduces, particularly for disadvantaged pupils and pupils with special educational needs and/or disabilities.
• Leaders and those responsible for governance should improve their strategic oversight and effectively monitor the impact of the school's work to improve the school and ensure high standards of behaviour and the best possible outcomes and experiences for pupils.

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