Outwood Academy Ormesby

What Ofsted said

From the inspection on 9 December 2025

Outwood Academy Ormesby is rapidly improving. The school is increasingly successful in reducing the barriers that pupils face so that they receive an inclusive, high-quality education that improves their life chances. Pupils enjoy the improved experiences of school. However, as yet, pupils do not achieve or attend school as consistently well as they should. This is also the case for disadvantaged pupils, who are not routinely well prepared for their next steps. Pupils' behaviour is on a journey of improvement. The school is generally calm and orderly. Lessons are productive and there are clear routines that most pupils follow. At social times, pupils generally mix well. The school promotes 'random acts of kindness' and 'thankful Thursdays'. Through these, pupils are taught how to demonstrate respect. There is a clear focus on developing positive relationships. Despite these improvements, there are a small number of pupils who present disruptive behaviour. On the rare occasion that bullying happens, pupils are confident that teachers will deal with it quickly. Pupils are safe in school. The school supports pupils' personal development well. The 'welcome hub' provides the school with the chance to check pupils' wellbeing at the start of every day. The school provides pupils with cultural experiences, for example, by visiting local landmarks and attending the theatre. Pupils take on roles, such as peer mentors, pupil prime minister and cabinet members, which develops their sense of belonging and responsibility. Pupils actively support their local community through the school's 'Outwood Out There' programme. This gives pupils the opportunity to visit care homes, litter pick, support local emergency services and marshal local park runs.

What the school should improve

• Leaders and governors should build on their recent work to improve attendance and behaviour by ensuring policies are followed consistently by staff, and that support and interventions are timely and have a sustained impact.
• Leaders should improve the quality of teaching by ensuring that teachers routinely check pupils' understanding and adapt their teaching consistently in order to address gaps and misconceptions in pupils' knowledge so they make secure progress through the curriculum and achieve more.
• Leaders should ensure that the impact of the personal development programme, including pupils' learning about different cultures, faiths and careers, is deep, embedded and consistent.

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