School etc

Orchards Church of England Primary School

Orchards Church of England Primary School
Cherry Road

01945 583799

Headteacher: Mrs Nicola Parker


School holidays for Orchards Church of England Primary School via Cambridgeshire council

Check school holidays

448 pupils aged 2—10y mixed gender
630 pupils capacity: 71% full

235 boys 52%


215 girls 48%

≤ 233y194a174b84c175y286y207y328y259y2310y22

Last updated: June 20, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
Open date
Sept. 1, 2003
Reason open
Result of Amalgamation
OSGB coordinates
Easting: 546494, Northing: 311075
GPS coordinates
Latitude: 52.678, Longitude: 0.16541
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 19, 2013
Diocese of Ely
Region › Const. › Ward
East of England › North East Cambridgeshire › Waterlees
Urban > 10k - less sparse
Free school meals %

Rooms & flats to rent in Wisbech

Schools nearby

  1. St Augustine CofE VC Infant School PE133NP
  2. 0.1 miles The Gordon Fendick Junior School PE133PD
  3. 0.6 miles Clarkson Infants School PE132ES (239 pupils)
  4. 0.7 miles Peckover Primary School PE131PJ
  5. 0.7 miles St Peter's CofE Aided Junior School PE132ES (249 pupils)
  6. 0.7 miles Peckover Primary School PE131PJ (359 pupils)
  7. 0.7 miles St Peter's CofE Aided Junior School PE132ES
  8. 1 mile The Nene Infant School PE132AP
  9. 1 mile St Audrey's Convent School PE131HW
  10. 1 mile Advanced Education- Wisbech School & Vocational Centre PE131JF (25 pupils)
  11. 1 mile Advanced Education - Rose House PE131JJ
  12. 1 mile The Nene Infant School PE132AP (183 pupils)
  13. 1.1 mile Ramnoth Junior School PE132JB
  14. 1.1 mile Wisbech Grammar School PE131JX (586 pupils)
  15. 1.1 mile Ramnoth Junior School PE132JB (209 pupils)
  16. 1.2 mile Leverington Community Primary School PE135DD
  17. 1.2 mile Elm Road Primary School PE132TB (242 pupils)
  18. 1.2 mile Isle College PE132JE
  19. 1.2 mile Leverington Primary Academy PE135DE (213 pupils)
  20. 1.3 mile On Track Training Centre PE132RJ (12 pupils)
  21. 1.5 mile Meadowgate School PE132JH (149 pupils)
  22. 1.6 mile The Queen's School PE132SE
  23. 1.6 mile West Walton Community Primary School PE147HA (230 pupils)
  24. 1.6 mile Marshland High School PE147HA (757 pupils)

List of schools in Wisbech

9 December 2010
Mrs H Williams
Orchards Church of England Primary School
Cherry Road
PE13 3NP
Dear Mrs Williams

Special measures: monitoring inspection of Orchards Church of England
Primary School

Following my visit to your school on 7 and 8 December 2010, I write on behalf of

Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm

the inspection findings.
The inspection was the second monitoring inspection since the school became
subject to special measures following the inspection which took place in December

2009. The full list of the areas for improvement which were identified during that

inspection are set out in the annex to this letter. The monitoring inspection report is
attached and the main judgements are set out below.
Progress since being subject to special measures


Progress since previous monitoring inspection – satisfactory.
This letter and monitoring inspection report will be posted on the Ofsted website. I

am copying this letter and the monitoring inspection report to the Secretary of State,

the Chair of the Governing Body, the Diocesan Director of Education and the Director

of Children’s Services for Cambridgeshire.

Yours sincerely

Martin Cragg

Her Majesty’s Inspector

Serco Inspections
Boundary House
2 W ythall Green Way
Middle Lane
West Midlands
B47 6LW
T 0300 123 1231
Text Phone: 0161 6188524
Direct T 0121 683 2888
Direct email


The areas for improvement identified during the inspection which took
place in December 2009

 Raise standards in English and mathematics to at least the national average by:

- increasing significantly the rates of progress pupils make
- increasing the opportunities for pupils to write across subjects and at length
- creating more opportunities for pupils to use and apply their numeracy skills

in a range of different contexts.

 Improve teaching so that it is consistently good or better by:

- using assessment data more effectively to plan the next steps in pupils'


- making lessons more stimulating, so that they capture and develop pupils'


- improving teachers' skills in using questions to challenge pupils and help them

develop their ideas

- establishing stronger links between different areas of learning
- using marking to show pupils how to improve their work.

 Increase attendance to at least the national average by:

- taking more account of pupils' views in providing a curriculum that interests

and engages them and makes them want to come to school

- using the full range of legal and other processes to bring about very rapid


 Increase the effectiveness of leadership and management by:

- monitoring the performance of groups of pupils and individuals more closely

and accurately to ensure that they all achieve as well as they can

- developing further a sense of common purpose amongst senior leaders so

that all have clearly understood areas of responsibility and are held strongly to

- working with the local authority to ensure that any impediments to good

governance are quickly removed.

Special measures: monitoring of Orchards Church of England Primary
Report from the second monitoring inspection on 7 and 8 December 2010

The inspector observed the school’s work, scrutinised documents and met with the
headteacher, senior staff, groups of pupils, a representative from the local authority,
the Chair of the Governing Body and two governors.


A deputy headteacher is seconded to another school. An experienced senior leader
has joined the school with responsibility for assessment and tracking pupils’
progress. The proportion of pupils new to the country and speaking English as an
additional language has increased.

Pupils’ achievement and the extent to which they enjoy their learning

In 2010, the provisional results in national tests for Year 6 pupils indicate that
attainment remained low although the progress made by pupils improved on 2009.
Progress was satisfactory in mathematics but inadequate in English. Results for Year
2 pupils improved on 2009 and were broadly average in mathematics. However, they
remain low overall. Children enter the Early Years Foundation Stage with knowledge,
skills and understanding which are well below those expected for their age. They
make satisfactory or better progress by the time they enter Year 1.
The school now has a thorough system for assessing pupils’ performance, recording
their progress and analysing the information with reference to specific groups.
Teachers increasingly use the information to identify pupils who require additional

help and to confirm specific gaps in pupils’ knowledge and understanding.
The school’s assessment information identified improving progress for pupils in Year

6 last year, especially in writing. Pupils who were known to be eligible for free school
meals made better progress than their peers as did those who speak English as an
additional language. However, the progress of pupils with special educational needs
and/or disabilities was below that of their peers. Progress for some other year
groups is below expectations, especially in mathematics. The school has recognised
this issue and teachers are adopting strategies to improve pupils’ ability to talk about
mathematical problems and to apply their skills.

In lessons, pupils make at least satisfactory progress. They settle to work promptly

and discuss their work willingly with their partners. They enjoy practical activities.
However, they often lack confidence in speaking in front of the class or answering

teachers’ questions, especially if an extended response is sought. Although pupils

make satisfactory progress in most lessons, this is not enough for many to reach the
level of performance expected for their age. Often, pupils understand what they
have to do but their basic skills are not secure enough to enable them to work
independently or to apply them effectively.
Progress since the last monitoring inspection on the areas for improvement:

 raise standards in English and mathematics to at least the national



Other relevant pupil outcomes

Pupils’ self confidence and attitudes to school are improving. In the lessons observed
and around the school, pupils’ behaviour was at least satisfactory and often good.

Pupils get on well together and respond well to adults. They say that they feel safe
and are confident that they can report any problems that they have. They are proud
of the money that they have raised for charity. In a Year 3 lesson, pupils showed
good knowledge of food types, contributing to their understanding of how to eat

Pupils’ attendance for the last academic year remained low overall with a higher than

average proportion of pupils who were persistently absent. The school has made
attendance a major priority this term. There are now regular rewards for 100%
attendance and these are presented in assemblies. Weekly attendance is celebrated
and compared across the school. There is a regular newsletter for parents. The
school analyses attendance data closely. The parents of pupils with irregular
attendance receive calls on the first day of any absence. As a result, attendance this
term has improved and is closing the gap on the average nationally. However, it
remains too low. The number of pupils arriving late has reduced by 70% compared
with 2009.
Progress since the last monitoring inspection on the areas for improvement:

 increase attendance to at least the national average


The effectiveness of provision

The quality of teaching is improving. Teaching observed during the inspection was at
least satisfactory and around half was good. Teachers have good subject knowledge

and now plan lessons carefully to gain pupils’ interest. They use practical activities

well to motivate pupils such as when exploring how cars run down different ramps in
science or providing opportunities for pupils to question the teacher in role as a
character from a novel. Teachers’ use of questions varies in quality. In the best
examples, teachers challenge pupils to provide extended answers and give them
time for discussion. They also demonstrate how to compose a more detailed
response. However, in other lessons, questions draw short answers and do not
extend learning.
Improved systems for assessment enable teachers to identify gaps in pupils’
knowledge and understanding. Teachers now plan lessons using precise objectives.
Increasingly, they specify outcomes for success related to pupils’ differing abilities
and ensure that work is carefully matched to their different needs. This often
involves guided work with groups of pupils led by the teacher or teaching assistant.
The quality of this work varies. At best, the assistant uses correct subject language
and knowledge to extend the learning of pupils. However, on occasions, assistants
concentrate more on completing the task and managing behaviour.
The school has introduced pupil self-assessment in all classes and this was a
prominent feature in the lessons observed. Pupils are becoming more confident in
evaluating how well they have understood their work. The policy for marking pupils’
work and providing feedback on how to improve has been revised. Teachers are
expected to comment on the next step that pupils should take. There are some very
good examples of these comments which are clear and well focused. However, the
quality and frequency of comments still varies too much between classes. In some
cases, there are too few comments or they are too general to help pupils to improve
their work.
The school has introduced a range of planned whole-day activities to promote
writing and numeracy, such as ‘Apple Day’ which celebrated local agriculture but also
developed skills in mathematics. In Year 6 this year, each teacher takes responsibility
for either English or mathematics and teaches the subject to both classes, with
grouping focused more accurately on pupils’ abilities and needs. Pupils say that they
enjoy learning and value the trips and events outside lessons.
The provision for pupils with special educational needs and/or disabilities is
improving. The school has reviewed procedures and criteria for identifying pupils
with special educational needs. Teachers now receive better information to help
them set targets for pupils. There is a full range of intervention programmes to meet

pupils’ differing needs across the school. Teaching assistants have been trained to

lead these small group programmes. Pupils’ progress is carefully monitored and the
information is used in planning what the next stage of support should be. Pupils who
speak English as an additional language are assessed on entry to the school and
there are developing strategies to provide them with support which includes the use
of bilingual teaching assistants.
Progress since the last monitoring inspection on the areas for improvement:

 improve teaching so that it is consistently good or better


The effectiveness of leadership and management

The headteacher has worked well with senior leaders to raise the morale and
confidence of staff and pupils. The school has made contributions to local events and
hosted the Mayor recently. Pupils report their pride in making a contribution to the
school. Staff have also engaged parents through a series of performances and

events and through more regular reports on pupils’ progress. Basic procedures to
ensure pupils’ safety are in place.

Since the last visit, senior leaders have set high expectations and developed new
policies and procedures to improve provision and generate greater consistency

across the school. Systems for recording assessments and analysing pupils’ progress

now provide a sound basis for staff to identify important gaps in learning and pupils
who require additional support. The revised policy on assessment is evident in all
classrooms. The headteacher has introduced a regular cycle for monitoring provision
and outcomes across the school which involves the governing body and middle
leaders. Middle leaders are now confident in describing the action they are taking.
They are developing the skills to evaluate the impact of these actions. The
headteacher maintains a cumulative record of lesson observations, detailing the
strengths of each teacher and areas for development. Her assessment of teaching is
The governing body has reviewed its procedures for making visits to the school to
see performance directly. Its members have also revised their committee structure to
monitor the key priority areas. A governor has recently taken responsibility for

identifying training opportunities and matching them to individual governor’s needs.

The minutes of the governing body show an increasing range of questions which
indicate that the ability to hold the school to account is improving.
Progress since the last monitoring inspection on the areas for improvement:

 increase the effectiveness of leadership and management


External support

The local authority continues to provide effective support for the school. A range of
consultants and specialists make regular visits to work alongside teachers and to
provide training. The main focus of each visit is carefully recorded as are the actions
recommended. Advisory governors attend meetings regularly and offer effective

guidance to the governing body. The school’s progress is reviewed regularly at joint

meetings between the local authority and the governing body. The evidence of
progress is thoroughly evaluated by the School Improvement Partner.

Priorities for further improvement

 Provide opportunities for pupils to develop their skills in speaking and

listening, especially in building more detailed oral responses.

Save trees, print less.
Point taken, print!