Orchardside School

What Ofsted said

From the inspection on 14 April 2026

Orchardside School offers hope to pupils who have had difficult experiences of education. From the moment they arrive, pupils feel listened to and cared for. They are kept safe here. Relationships between staff and pupils are warm and respectful. Staff take time to get to know each pupil as an individual and to understand their background, needs and experiences. The school environment is calm and welcoming. This helps pupils to re-engage with their learning. The school sets high expectations for behaviour, attendance and learning. These expectations are made clear from the start, so pupils and families know what is expected of them. When pupils make mistakes, staff respond with support and guidance. This helps pupils to reflect, change unhelpful behaviours and build confidence. Pupils study a personalised curriculum that builds on their interests and helps them to catch up on learning they have missed. Pupils value the small class sizes and the bespoke support and guidance they receive from staff. This helps them to focus on their learning and to overcome any anxieties they have about education. Pupils are supportive of their peers and encourage each other to achieve. As a result, pupils achieve well here. Rates of reintegration back to mainstream school are very positive. Effort is recognised and celebrated. Pupils find the weekly awards ceremony highly motivating. Pupils enjoy events such as the ‘Word Play’ and take part in external competitions, including poetry and trampolining. There are frequent trips and visits, where pupils are introduced to new experiences, such as sailing and hiking. These help prepare pupils for experiences beyond school. Through ongoing support and coaching, pupils learn how to develop the social, emotional and practical skills they need to be successful in education and the workplace.

What the school should improve

• Leaders should continue to build on their positive work to maintain high expectations for pupils’ behaviour. They should sharpen their approach for a small number of pupils whose behaviour may limit their future opportunities, ensuring that expectations are communicated with absolute clarity and reinforced consistently. This will help all pupils to develop the self-regulation and understanding needed to succeed in education, training or employment.
• Leaders and those responsible for governance should continue to strengthen and refine the curriculum elements of the personal development programme so that they fully reflect leaders’ ambitions for pupils. This will ensure that the most vulnerable pupils secure the relevant knowledge and skills they need to make informed decisions about their health, wellbeing and next steps.

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