Ormiston South Parade Academy

What Ofsted said

From the inspection on 25 February 2025

There is a warm, caring atmosphere at Ormiston South Parade Academy. Pupils enjoy coming to this inclusive school. They are proud ambassadors for the school. Respectful relationships across the entire school community support pupils to feel safe, valued, and confident. Staff nurture the pupils and know them very well. Pupils feel confident talking to any member of staff if they have any worries. Pupils know they will be listened to and helped. The school has high ambitions for pupils' academic achievement, particularly in English and mathematics. Pupils work hard in lessons to meet these aspirations. This helps them to achieve very well in English and mathematics. When pupils leave school in Year 6, they are very well prepared for secondary school. This also applies to pupils with special educational needs and/or disabilities (SEND). Throughout the school, pupils behave very well and treat others with respect. The school is calm, orderly, and purposeful. Pupils demonstrate positive attitudes to their learning. Children in the early years learn to follow the school's routines quickly. They take turns in play and in discussions and learn to listen carefully to others. Pupils' personal development is a high priority. The school provides a thoughtful programme of wider opportunities such as adventurous pursuits on residential visits that support pupils to become confident and resilient. Pupils enjoy the range of clubs available, particularly sporting activities.

What the school should improve

• In a small number of subjects, the essential knowledge pupils need to know has not been precisely identified. In these subjects, teachers do not know which knowledge to emphasise and revisit. This means pupils do not consistently recall and make connections in their learning. The school should ensure that the essential knowledge pupils should know and remember over time has been identified so teachers know which knowledge to focus on and pupils can learn and remember the important knowledge that will help them connect new learning to what they already know.
• The school does not ensure that the teaching of letter formation is as effective as it could be. Pupils are not given sufficient opportunities to practise and secure correct letter formation. The school should ensure that its approach to teaching handwriting gives sufficient opportunity to practise and secure correct letter formation so that pupils gain the necessary knowledge to become proficient writers.

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