Castle Donington
OFSTED REPORT. Parents, staff and children are celebrating after Orchard Community Primary School in Castle Donington was graded “good” in its overall effectiveness with “outstanding pupil personal development” in an OFSTED inspection.
Not only has the 324-pupil Grange Drive School achieved the second-highest OFSTED rating overall, but it has also been rated as “good” across the quality of education, behaviour and attitudes, leadership and management, early years provision with outstanding pupil personal development.
Inspectors pointed to many impressive areas of school life in their report: “Pupils are excited to come to school every day. They love the opportunity to flex their ‘character muscles’ and become the very best that they can be. Parents and carers and pupils wholeheartedly agree that the school is welcoming and caring. Typically, one parent commented that: ‘ The school is an inspiring place.’ “
The report, highlighting the pupils’ personal development said: “Everyone is valued and accepted. Pupils have an excellent understanding of what it means to be tolerant and value others. They discuss these ideas with maturity and confidence. Pupils’ personal development is a strength of the school. Pupils know that their voice matters. They have many opportunities to contribute to school life, such as deciding on which clubs will be offered.”
According to the report: “Pupils enjoy the wellplanned enrichment opportunities at school, including contributing to the radio station and accessing learning from the wide range of educational visits and visitors who come to the school. Pupils are kind and respectful to all around them. As one said: ‘Everyone is friends with each other.’ Pupils understand how important it is to look out for and help others. The school council takes responsibility for running the school food bank.
Pupil safety is one of the highlights of the report. “Pupils feel safe in this calm and orderly environment. They know where to go if they are worried. Bullying rarely happens. Pupils say that staff help them to resolve any issues quickly.”
School leaders were praised in the report. The inspectors said: “The Senior leaders are unwavering in their drive to improve the school further. They have high expectations of pupils and staff. Leaders have designed an ambitious curriculum that aims to build pupils’ character and enthuse them. Leaders have planned carefully what pupils will learn and know, and when, in most subjects.”
An extensive range of experiences and activities enhances pupils’ learning and personal development.
Special needs education was another strength. The report stated: “Leaders quickly identify and assess pupils’ special educational needs and/or disabilities (SEND). Staff carefully break down the learning so that these pupils achieve well. Parents really appreciate the support that pupils with SEND receive.”
Children get off to a good start in their education in the school. The inspectors said:” They learn phonics as soon as they start the Reception Year. Teachers regularly check which sounds pupils can remember. Pupils who are not sure about a sound receive extra support to help them catch up quickly. However, a few pupils read books that are not well matched to the sounds that they know.”
Reading and a love of books are promoted throughout the school. Pupils read books by a range of authors. They know why it is important to be a good reader.” In most subjects the curriculum is ambitious and well planned
In most subjects, the curriculum is ambitious and well planned according to the inspectors. The report said: “In mathematics, curriculum plans set out the key knowledge and skills pupils should learn from early years to Year 6. Leaders ensure that pupils have a secure understanding of basic concepts. Pupils’ books show that they learn content in a systematic way and know and remember more over time. Teachers benefit from training to help them teach mathematics well. Subject leaders make sure that teachers know what to teach so that pupils gain the knowledge and skills that they need in most subjects.”
Pupils talk confidently about how to maintain healthy lifestyles, including the changes they have made since learning about these at school.
They know how to form healthy relationships based on trust and respect. The school’s work to build character benefits all pupils, particularly those who are disadvantaged. These pupils enjoy the wide range of opportunities and enrichment provided by the school.
Staff are overwhelmingly positive about the school and the marked improvements that have happened since the previous inspection, according to the inspectors. The report states: “They say that leaders always listen to them and provide support. Staff say that workload is managed well.”
Parents and governors also feature positively in the report. The inspectors said: “Parents also speak highly of the school. Governors benefit from regular training. They fulfil their roles well. They visit the school and ensure they are well informed. They use this to question leaders about the school’s performance. Governors are well informed about the views of parents and take these into account when planning how to improve the school.”
Safeguarding arrangements in the school are effective. The inspectors said: “Leaders provide frequent training so that staff know what to do if they have any concerns about pupils. The pastoral team makes sure that pupils and families get the help they need. There are robust procedures in place to ensure that all adults are suitable to work in school. Pupils have many opportunities to learn about how to keep themselves safe, including when working online. Staff teach pupils about personal space and consent. Pupils said that if another pupil ever made them feel uncomfortable, they would tell them to stop or seek support from an adult.”
In order to improve further staff and leaders note that “a few pupils’ reading books are not matched closely enough to their knowledge of phonics. These pupils do not get the practice they need to become more confident and fluent readers. Leaders should ensure that pupils read from books that are matched to the sounds they know.”
Another area requiring improvement is some curriculum planning. The inspectors said: “Leaders have ensured that there are well-developed curriculum plans in place in almost all subjects. However, in music, for example, the plans are not well sequenced. Some pupils struggle to recall what they have learned in previous topics. They find it difficult to make connections in their subject knowledge over time. Leaders should make sure that the curriculum is coherently sequenced in all subjects so that pupils are able to know and remember more.”