School etc

Orleans Park School Closed - academy converter Aug. 31, 2012

see new Orleans Park School

Orleans Park School
Richmond Road

phone: 020 *** ***

headteacher: Ms Jo Longhurst

school holidays: via Richmond upon Thames council

Secondary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Aug. 31, 2012
Reason closed
Academy Converter
OSGB coordinates
Easting: 516818, Northing: 173617
GPS coordinates
Latitude: 51.449, Longitude: -0.3203
Accepting pupils
11—19 years old
Ofsted last inspection
Nov. 24, 2010
Region › Const. › Ward
London › Twickenham › Twickenham Riverside
Urban > 10k - less sparse
Admissions policy
Main specialism
Maths and Computing (Operational)
Language second specialism
SEN priorities
SpLD - Specific Learning Difficulty
Special classes
Has Special Classes
Sixth form
Has a sixth form
Learning provider ref #

rooms to rent in Twickenham

Schools nearby

  1. Orleans Park School TW13BB (1000 pupils)
  2. 0.2 miles Orleans Primary School TW13EN (403 pupils)
  3. 0.2 miles Sunflower Montessori School TW13HW
  4. 0.3 miles St Mary's Church of England Primary School TW13HE (544 pupils)
  5. 0.5 miles St Stephen's Church of England Primary School TW11LF (396 pupils)
  6. 0.6 miles St Catherine Senior School TW14QJ
  7. 0.6 miles St Richard Reynolds Catholic High School TW14LT (125 pupils)
  8. 0.7 miles Ivybridge Primary School TW77QB (350 pupils)
  9. 0.7 miles St Catherine's School TW14QJ (408 pupils)
  10. 0.7 miles The German School TW107AH (684 pupils)
  11. 0.7 miles Strathmore School TW107ED (56 pupils)
  12. 0.7 miles St Richard Reynolds Catholic Primary School TW14LT (30 pupils)
  13. 0.8 miles The Russell Primary School TW107AH (266 pupils)
  14. 0.8 miles Grey Court School TW107HN
  15. 0.8 miles Radnor House TW14QG (318 pupils)
  16. 0.8 miles Grey Court School TW107HN (1087 pupils)
  17. 0.9 miles St Richard's Church of England Primary School TW107NL (209 pupils)
  18. 0.9 miles The Old Vicarage School TW106QX (195 pupils)
  19. 1 mile The Vineyard School TW106NE (473 pupils)
  20. 1 mile Richmond-upon-Thames College TW27SJ
  21. 1.1 mile Worple Primary School TW77DB (218 pupils)
  22. 1.1 mile Meadlands Primary School TW107TS (228 pupils)
  23. 1.1 mile Chase Bridge Primary School TW27DE (584 pupils)
  24. 1.1 mile Archdeacon Cambridge's Church of England Primary School TW25TU (493 pupils)

List of schools in Twickenham

Orleans Park School

Inspection report

Unique Reference Number 102923
Local Authority Richmond upon Thames
Inspect ion number 335989
Inspect ion dates 24–25 November 2010
Reporting inspector John Daniell HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Comprehensive
School category Community
Age range of pupils 11–16
Gender of pupils Mixed
Number of pupils on the school roll 1008
Appropriate authority The governing body
Chair Mrs A Reed
Headteacher Ms J Longhurst
Date of prev ious school inspection 16 May 2007
School address Richmond Road
Telephone number 020 88910187
Fax number 020 87440312
Email address reveal email: i…
Age group 11–16
Inspect ion dates 24–25 November 2010
Inspect ion number 335989


This inspection was carried out by one of Her Majesty's Inspectors and four additional
inspectors. The inspection team saw 38 lessons taught by 38 teachers and held meetings
with members of the governing body, staff and students. Discussions also took place with
parents and carers as well as senior staff at local partnership schools. Inspectors observed
the school's work and looked at documentation including policies, self-evaluation
information, performance data, school improvement plans, reports and reviews from the
local authority as well as those from the school improvement partner. The inspection team
scrutinised 230 questionnaires from parents and carers, 203 from students and 73 from
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • Achievement and standards for different groups of students.
  • The use of assessment data in school, especially in the planning of lessons.
  • The effectiveness of senior and middle leaders in identifying and acting on
    weaknesses and driving improvement.

Information about the school

Orleans Park School is an average-sized school with specialist status in mathematics,
computing and a higher performing specialism of languages. The school has considerably
more boys than girls. The number of students known to be eligible for free school meals is
below the national average. Around 70% of students are from a White British background
and the proportion of students from minority ethnic groups is above the national average,
as is the percentage of students who speak English as an additional language. The
proportion of students with special educational needs and/or disabilities is just above the
national average; however the percentage with a statement of special educational needs
is more than twice the national average.
The school holds Healthy School status as well as an Artsmark Silver award and a Safe
Schools award. It also has Investors in Careers status and is a member of the Rugby
Football Union Education Partnership.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 1
The school's capacity for sustained improvement 1

Main findings

Orleans Park School is outstanding. This is because it delivers an excellent quality of
education which has enabled students to reach high standards during recent years,
through making good progress from their starting points, so their achievement is
outstanding. There is a strong sense of community and pride in the school felt by students
and staff. It offers its students a wealth of opportunities to help them develop into
confident individuals and equips them exceptionally well for their future.
The school supports its students outstandingly well to develop excellent personal qualities
and to feel very safe. The extremely well-targeted care, guidance and support results in
happy students with high self-esteem and high personal aspirations. Students very much
enjoy coming to school and make an excellent contribution to the school and wider
community. The culture is one where achievement is celebrated and valued. School walls
are adorned with student-designed posters and displays which inspire and motivate
students to strive to achieve their goals. The school's three specialist subjects enrich
students' learning and also make a substantial contribution toward raising standards
across the school. Opportunities provided through working in very strong partnerships
with other schools and organisations enhance the provision and result in improved
The rich, vibrant curriculum provides students with a wide range of subjects and
qualification pathways that is extremely well matched to their needs. This results in
students reaching high levels of attainment overall. Through outstanding teaching and
diligent work, students make good progress. Inspectors saw only good or outstanding
teaching, but within this picture, use of assessment is not as exceptional as other features
of teaching. Sometimes teachers do not make best use of available assessment
information on individual students when planning the lesson and this means their progress
is not maximised.
Leaders have a relentless focus on raising standards. The inspirational headteacher has
effected strategic school improvement and she and her team are passionate about getting
the very best outcome for every individual student and this drive and determination for
excellence is echoed by the governing body, middle leaders, teachers and support staff.
The many effective measures to maintain and drive forward school improvement, and the
rigorous self-assessment systems that support accurate self-evaluation, give the school an
outstanding capacity to improve.

What does the school need to do to improve further?

  • Ensure individual students maximise their learning by:
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    fine-tuning teachers' use of assessment when planning so that work is closely
    targeted to all students' individual needs.
Outcomes for individuals and groups of pupils 1

Students greatly enjoy their work and progress in lessons is good overall. Nonetheless,
outstanding learning was observed in English, German, science, history and geography. In
these lessons, teachers' planning and use of prior attainment data result in outstanding
progress. Learning and understanding are checked regularly in order to address any
misconceptions. In all lessons, students are reflective and show excellent insight. They
listen to each other's opinions with respect. One Year 11 form time session's topic
exemplified the school's approach towards the importance of learning: 'Learning is a
treasure that will follow its owner everywhere'. In most lessons students were aware of
their current levels and how to improve. However, in a few lessons, progress slowed when
some individuals found planned work too hard or easy as it was not sufficiently fine-tuned
to their learning needs.
Attainment has been significantly high for a number of years and is increasing. In 2010,
the proportion of students gaining five or more good GCSE grades was 81% and 71%
including English and mathematics. Available data show current pupils are on track to
maintain these high standards. Boys' attainment was significantly above the national
average. Many, but not all, students identified as having special educational needs and/or
disabilities reached above average levels of attainment and those who were below
average had been correctly identified and targeted with appropriate support. Progress
made by most groups of students over the last three years has been significantly above
that made nationally. The school has correctly identified where to target its resources to
address slower progress and to secure outstanding achievement for all groups of students
and to narrow any small remaining gaps.
High standards and a zero tolerance approach towards unacceptable behaviour lead to
fixed-term exclusion figures that are broadly in line with the national average. This firm
approach leads to good behaviour, particularly good in lessons but also around the school.
Incidents involving bullying are few and students say that any incidents that do occur are
dealt with swiftly and effectively. Students adopt healthy lifestyles and take up is high for
the many opportunities to participate in a wide choice of extra-curricular activities.
Through the Schools Sports Partnership, significant numbers of students coach pupils in
primary schools. The student council is very active and works productively with staff, the
governing body and other schools. Recent projects have included fundraising, recycling,
art exhibitions and concerts. Basic and enterprise skills are extremely well developed. Year
9 students enjoy the 'Learn to earn' activity day and some Year 11 students were
observed actively researching costs for living independently in a life-skills lesson. Although
attendance is above average overall, the school rightly plans to eliminate any remaining
elements of below-average attendance by using available data more critically to pinpoint
individual students.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 1
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 1
Pupils' behaviour 2
The extent to which pupils adopt healthy lifestyles 1
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 1


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

The quality of teaching in the school is outstanding with 100% of all lessons observed
being good or better. Teachers make excellent use of their subject knowledge and of
resources such as information and communication technology to provide experiences
which are exciting and creative. Opportunities are effectively built into lessons to allow
students to check their own progress and that of their peers and they know how to
achieve their academic targets. Students are enthused and challenged and encouraged to
make good use of higher-order thinking skills. There are examples of excellent practice in
the use of assessment for planning. In an outstanding science lesson on 'How batteries
work' for a small group of vulnerable students, the teacher carefully designed the lesson
to ensure the full range of students with challenging needs could access the teaching and
make excellent progress. However, this is yet to become fully-embedded in everyday
practice by all teachers. Nevertheless, where other adults are in classrooms, support is
precisely targeted. Very carefully-targeted questioning often boosts students'
understanding, even where plans have not been as sharp. Marking is of high quality.
The outstanding curriculum provides a range of courses to match the needs of all
students. The effectiveness of the curriculum is reviewed regularly by the school's senior
leadership team as well as the students themselves to ensure it continues to inspire and
challenge. The subject specialisms enrich the curriculum and provide the students with
opportunities for high levels of success. The emphasis on personal learning and thinking

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

skills at Key Stage 3 through the 'Learn 2 Learn' programme has made a significant impact
on transforming students into independent learners. Enrichment through flexible learning
days provides excellent preparation for the future and staff devote much time to delivering
an extensive range of extra-curricular provision in which participation is high.
Students who join the school in Year 7 say they settle in very quickly and those in Year 11
are prepared well for the next stage in their lives, be it work or further studies. Pupils with
statements of special educational needs receive very effective provision, fine-tuned to
their requirements. Those pupils who speak English as an additional language receive
excellent help. Pupils whose circumstances may make them vulnerable are very sensitively
supported. One student said, 'The teachers don't just teach us, they really care for us as

These are the grades for the quality of provision

The quality of teaching 1
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

The school's motto 'Be the best you can be' is known by all and underpins the
headteacher's vision to make everything about the school outstanding. The headteacher
has correctly identified key areas for improvement and has rightly gained the respect of
students and staff in her tireless quest for excellence. The highly competent senior leaders
have a clear understanding of their role in raising standards. A positive culture of self-
evaluation is embedded and the school monitors, reviews and evaluates its ac tions with
rigour. Middle leaders of subject areas and year groups contribute towards school
improvement and conduct frequent reviews of the performance of their areas. Regular
meetings chaired by senior leaders with common agenda items, including achievement
and standards and the sharing of good practice, ensure an accurate assessment of the
school's performance. Inspectors concur with senior leaders' judgements on the quality of
teaching and learning. The school provided striking examples where targeted support has
transformed inadequate teaching into outstanding practice. The importance of assessment
information and target setting has a high profile, which ensures targets are challenging.
A committed and skilled governing body holds the school fully to account and regularly
assesses its own performance to ensure it remains strategic. The governing body ensures
safeguarding procedures are robust and systems are in place to gather views of students,
parents and staff. Strong parental engagement contributes to the harmonious ethos of the
school. The school engages particularly well with hard-to-reach parents and parental
attendance at consultation evenings is high. The school's firm commitment to promoting
community cohesion is much supported through its specialisms. There is a strong feeling
of a community spirit within the school and students celebrate other cultures and religions

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

through a variety of activities promoting marked engagement nationally and
internationally. Extensive work with primary schools in mathematics and modern foreign
languages is monitored for the impact it has on learning. Many strong partnerships exist
between subject areas and other organisations or companies which have a positive impact
on student outcomes. The information and communication technology (ICT) department
recently offered free training to a local business in return for an apprenticeship placement.
The school's strong commitment to equal opportunities in the way that it monitors the
impact of its work on different groups of students, and the way it reports back to the
governing body, is highly influential in improving the school's effectiveness. Unevenness of
performance between different groups is minimal and reducing rapidly.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and tackles
discriminat ion
The effectiveness of safeguarding procedures 1
The effectiveness with which the school promotes community cohesion 1
The effectiveness with which the school deploys resources to achieve value for money 1

Views of parents and carers

About 20% of the questionnaires returned contained additional comments from parents
and carers. The vast majority of parents and carers believe their child is happy at school
and that the school keeps them safe. A very small minority believe the school does not
keep them sufficiently informed about their child's progress and would prefer more
detailed information about it. Inspectors found that the school's procedures for reporting
progress meet requirements and that termly grade sheets and an annual parents' evening
ensure parents and carers are kept informed. A small minority believe the school does not
help them support their child's learning. However, the inspection team notes that special
evenings are arranged to guide parents on supporting their child and plans are in place to
target hard-to-reach parents. The school's website has been significantly developed to
allow parents and carers to access key information from the school. A very large majority
of parents believe the school is well led and managed and that Orleans Park School is a
positive experience for their child.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Orleans Park School to complete a
questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school.
The inspection team received 230 completed questionnaires by the end of the on-site inspection. In total,
there are 1008 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 104 45 111 48 15 7 0 0
The school keeps my child
113 49 110 48 4 2 2 1
My school informs me about
my child's progress
86 37 113 49 23 10 3 1
My child is making enough
progress at this school
92 40 104 45 25 11 6 3
The teaching is good at this
81 35 126 55 16 7 1 0
The school helps me to
support my child's learning
70 30 108 47 37 16 6 3
The school helps my child to
have a healthy lifestyle
83 36 119 52 20 9 1 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
92 40 112 49 9 4 0 0
The school meets my child's
particular needs
80 35 107 47 26 11 8 3
The school deals effectively
with unacceptable behaviour
80 35 121 53 14 6 6 3
The school takes account of
my suggestions and concerns
67 29 114 50 23 10 4 2
The school is led and
managed effectively
111 48 99 43 11 5 2 1
Overall, I am happy with my
child's experience at this
108 47 100 43 16 7 2 1


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 9

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most
recently published data available (see Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

26 November 2010
Dear Students

Inspection of Orleans Park School, Twickenham, TW1 3BB

Thank you for making the inspection team feel so welcome when we visited your school
recently. You are excellent ambassadors for Orleans Park and you are rightly proud of
your school. Orleans Park is providing you with an outstanding quality of education and
everyone in the school works hard to ensure you have the best possible outcomes. These
are our main findings:

  • your attainment is high and you make good progress
  • the quality of teaching is outstanding and the specialist subjects enhance your
    learning experience
  • you respect your school environment and you told us you are kept very safe
  • the curriculum is very well-planned to meet your needs
  • your behaviour is good and can be outstanding, especially in lessons
  • you show a very good awareness of your levels and know how to improve
  • leaders and managers are doing an outstanding job in raising standards
  • you contribute exceptionally well to the school and wider community
  • your teachers are aware of your individual needs but sometimes lessons are not
    planned to fully cater for these and progress is slowed down for a few of you
  • a very few students do not attend school as often as you should; we know the
    school is working hard on this but you can also help.

We have asked the school to ensure that all of your teachers plan their lessons to allow
for your differing needs.
I wish you well for the future
Yours sincerely

John Daniell
Her Majesty's Inspector


print / save trees, print less