Thomas Wolsey Ormiston Academy

What Ofsted said

From the inspection on 16 November 2021

Pupils experience a good education at their school. They access a curriculum that supports all aspects of their learning and prepares them well as they move on to further study. Making sure that pupils are able to express themselves is of utmost importance in this curriculum. Pupils become skilled at communicating using a variety of methods and devices. They become confident in communicating with different people to share their ideas, their likes and dislikes, and their views. Pupils enjoy attending school. They enjoy playtime, and they like playing games together in the playground. The relationships between pupils and staff are very positive. There is a real 'can do' approach and staff are highly ambitious for what every pupil can achieve, both in their time in school and after they leave. Pupils are confident that if they had a problem with another pupil, staff would help sort it out quickly and effectively. A highlight of many pupils' week is the music and movement club for pupils of all ages and abilities. Pupils get lots of opportunities for physical development that matches their varied abilities, interests and needs. In particular, many pupils find swimming fun, and it helps their development.

What the school should improve

• Some staff are not as well trained and confident to use sensory strategies or practical resources to fully enhance aspects of the curriculum and meet pupils' needs. When this occurs, pupils do not have the appropriate physical reference points for learning and can become disengaged, waiting rather than learning. Staff need to be supported to develop strategies to support pupils' sensory needs and use the intended curriculum resources more effectively so that pupils are actively engaged in their learning and access the curriculum as fully as intended.
• Leaders know what to do to further improve the school, but this is not clearly planned out in terms of what will happen and when. This means that it is not clear who will do what. Staff do not know what the improvement journey means for them. Whole-school improvement planning needs to be more detailed and shared more effectively with staff so that they know their responsibilities in improving provision.

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