Oriel Academy Ofsted Report October 16

On the 18th and 19th October 2016 we were visited by OFSTED.  The team of inspectors carried out a Section 5 inspection of the school, the team’s judgement was:

Overall effectiveness                                                                                Good
Effectiveness of leadership and management                                           Good
Quality of teaching, learning and assessment                                           Good
Personal development, behaviour and welfare                              Outstanding
Outcomes for pupils                                                                                 Good
Early years provision                                                                                Good
Overall effectiveness at previous inspection          Not previously inspected

The full report is now available here

Summary of key findings for parents and pupils
This is a good school
  • Significant changes to the senior leadership team took place at the start of September 2016. Nonetheless, leaders have remained focused on providing a good quality of education.
  • Leadership of safeguarding is exemplary. There is a tangible commitment to ensuring the safety and care of all pupils, especially the most vulnerable.
  • Pupils’ personal development, behaviour and welfare are outstanding. Classrooms are calm and purposeful and pupils enjoy their learning.
  • Children in the early years get off to a good start. Parents who spoke to inspectors were highly complimentary about how their children were settling in.
  • Pupils’ progress in writing and mathematics is very strong across the school. Reading is improving quickly.
  • Parents who responded to Ofsted’s online questionnaire were pleased with the school. This was echoed by the parents who spoke to inspectors.
  • Teachers’ high expectations of pupils can be seen in the demands they make of most pupils to make better progress. However, the most able pupils, including the most able disadvantaged pupils, are not challenged enough.
  • Leaders and teachers monitor the progress of pupils effectively at an individual level. However, this information is not used to analyse the progress of all groups of pupils. Consequently, the underachievement of some groups, for example the most able disadvantaged, is not scrutinised with enough precision.
  • Those in the role of governance are able to challenge the school well. The Aspirations Trust provides external challenge and reviews, most of which provide accurate feedback to senior leaders about what needs to be done to improve. However, some aspects of weakness have not been addressed promptly enough.

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