At The Orchard School, everyone matters and everyone cares.
We want every pupil to feel safe, valued and able to grow. This page brings together our School Performance Summary and our School Improvement priorities so families, partners and visitors can see how the school is doing and what we are working on next.
Our School Improvement Plan sets out what we are focusing on this year. These priorities are rooted in our Mission, Vision and Values and support pupils’ academic, social and emotional development.
Our School Improvement Plan sets out what we are focusing on this year. These priorities are rooted in our Mission, Vision and Values and support pupils’ academic, social and emotional development.
We review our performance throughout the year and evaluate our work against the Ofsted Inspection Framework (November 2025). This summary reflects our current self-evaluation and the impact of recent improvements.
Safeguarding – Effective
Safeguarding at The Orchard School is highly effective. A strong safeguarding culture is evident across the school, with well-trained staff who understand their responsibilities and act promptly on concerns. Pupils report feeling safe and know who to speak to if they need help. Safeguarding systems are used consistently to support timely intervention and effective multi-agency working. Online safety and digital awareness, including emerging risks linked to technology, are taught proactively.
Inclusion – Expected Standard with Emerging Strong Features
Inclusion is a central strength of the school. Provision for pupils with SEND, SEMH and those from disadvantaged backgrounds continues to strengthen through personalised support, effective EHCP implementation and close partnership working with external professionals. Pupils are well known, supported to engage positively in learning, and increasingly able to access enrichment and wider opportunities. Outcomes for pupils with complex needs are improving year on year.
Curriculum and Teaching – Expected Standard with Emerging Strong Features
The curriculum is ambitious, well considered and increasingly well sequenced to meet pupils’ needs. Reading outcomes have improved following the introduction of systematic phonics, including at Key Stage 3. Teaching continues to strengthen through a clear quality assurance cycle, coaching and reflective practice. Staff build strong relationships and maintain high expectations, enabling pupils to engage, learn and make progress.
Achievement – Expected Standard
Pupils make sustained progress from often low starting points, both academically and in their social and emotional development. Improvements are evident in reading, communication and vocational outcomes. A broad range of pathways at Key Stage 4 supports positive destinations, and all pupils move on to education, employment or training.
Attendance and Behaviour – Expected Standard
Behaviour across the school is calm and purposeful, underpinned by a consistent therapeutic and relational approach. Recorded incidents have reduced, and restorative strategies are used effectively. Attendance remains a key focus. Pupils with the greatest barriers are supported through personalised plans and close work with families, leading to improved engagement for identified pupils.
Personal Development and Well-being – Expected Standard with Strong Features
Personal development and wellbeing are at the heart of school life. Pupils develop confidence, resilience and a sense of belonging through a values-led curriculum, enrichment opportunities, cultural experiences and outdoor learning. Wellbeing support for pupils is carefully planned and responsive. Staff wellbeing is actively promoted through coaching, professional development and shared problem-solving, contributing to a positive and supportive working environment.
Leadership and Governance – Expected Standard with Emerging Strong Features
Leadership is purposeful, transparent and ambitious. Since the appointment of the Headteacher, the school has moved from intervention to stability, with a clear direction of travel and a culture of continuous improvement. Leaders at all levels understand their roles and responsibilities, and governance provides increasingly effective challenge and support. Financial and strategic planning are aligned closely to pupils’ needs and school priorities.
National Performance Data
The Orchard School is a maintained special school for pupils with Social, Emotional and Mental Health (SEMH) needs. As a result, national performance measures do not always fully reflect the individual starting points, personalised pathways and wider outcomes that are central to our pupils’ progress.
For transparency, statutory performance information published by the Department for Education can be accessed via the national school comparison website:
Compare School Performance – The Orchard School
Alongside national data, we evaluate our effectiveness using a broader range of measures, including academic progress, reading development, attendance, engagement, emotional regulation and readiness to learn. These indicators provide a more meaningful picture of progress and inform our ongoing school improvement work.
We have summarised the key points for families on this page, but you can also read the complete School Improvement Plan here: