Ormiston Meadows Academy Review 2026: Values-led Peterborough primary with strong KS2 outcomes

Be your Best, Expect the Best, Succeed Together is not treated as a slogan here; it is built into how pupils are rewarded, how leadership roles are structured, and how adults talk about effort and conduct. The school is part of Ormiston Academies Trust and has been within the trust network since January 2014, which brings a clear shared framework around training and curriculum planning.

In the most recent published KS2 outcomes, 75% of pupils met the expected standard in reading, writing and maths combined. That sits comfortably above the England average of 62%. At the higher standard, 36.67% achieved greater depth in reading, writing and maths, compared with the England average of 8%.

Leadership is stable. Kelly Moore has been principal since September 2019, and the wider team structure includes a vice principal role.

A strong feature of day-to-day culture is the way pupils are expected to treat one another. The latest inspection narrative describes pupils who encourage peers when learning is tricky, and who are kind and courteous around the building and playground. That matters, because it sets the tone for a primary that serves a wide range of needs, including pupils with special educational needs and disabilities.

The school makes its values practical through a house system aligned to Excellence, Respect, Resilience and Self-Worth. House captains are elected from Year 6, which gives older pupils a visible responsibility role and a clear reason to model the behaviours the school wants to see in younger year groups.

Inclusion is more than general statements. The school hosts the local authority’s specially resourced provision for pupils with physical disabilities, registered for up to six pupils. The report describes access to resources and therapeutic support that help these pupils learn the full curriculum and build relationships across the wider peer group.

This is a state primary, so the headline indicators sit at Key Stage 2.

In the most recent published KS2 results, 75% of pupils met the expected standard in reading, writing and maths combined. The England benchmark is 62%, so outcomes sit clearly above average. At greater depth, 36.67% achieved the higher standard in reading, writing and maths, compared with 8% across England, which points to a cohort with a sizeable group working beyond the expected level.

FindMySchool’s primary outcomes ranking places the school 2,098th in England and 5th locally within Peterborough. In plain English, that sits above England average and within the top 25% of schools in England for primary outcomes (FindMySchool ranking based on official data).

Under the hood, the scaled scores provided are 108 in reading, 108 in mathematics, and 108 in grammar, punctuation and spelling. The combined total score across reading, GPS and maths is 324.

Early reading is a defining strength. The school states that systematic synthetic phonics is delivered through Read Write Inc. in Early Years and Key Stage 1, with the intent that children read words and simple sentences by the end of Reception and become fluent readers by the end of Key Stage 1.

In lessons, staff training and consistency are positioned as core drivers. The latest inspection report describes organised curriculum plans that spell out the knowledge pupils should learn, plus ongoing staff training supported through the trust. It also highlights routine checking for what pupils remember and timely support when pupils risk falling behind, which is the kind of behind-the-scenes practice that tends to make learning secure rather than shaky.

Reading beyond phonics also looks deliberately structured. The school publishes reading support content with examples of class texts across year groups, which is a useful signal that reading is treated as a whole-school curriculum spine rather than a single programme limited to Key Stage 1.

The school actively designs parts of its curriculum with secondary transition in mind. Its History curriculum page explicitly notes that many pupils transition to Ormiston Bushfield Academy, and that curriculum planning considers Year 7 continuity.

PSHE and wider personal development content also references a bespoke transition programme for Years 5 and 6, including regular visits to the main feeder secondary for curriculum experiences. That kind of planned exposure can reduce anxiety and makes the Year 6 to Year 7 step feel more familiar.

For families thinking ahead, Peterborough runs secondary catchment areas and nearest-school rules that depend on the home address. It is sensible to check how this applies to your street well before Year 6, especially where popular secondaries are oversubscribed.

Reception places are coordinated through Peterborough City Council, with the standard primary admissions cycle applying to this school. For September 2026 entry, the council’s first round ran from 12 September 2025 and closed on 15 January 2026. National Offer Day is 16 April 2026. A second round runs from 16 January to 30 April 2026, with late offers processed in May.

The school is oversubscribed in the published demand snapshot. There were 51 applications for 29 offers for the entry route measured, a ratio of 1.76 applications per place. The headline for parents is simple: demand outstrips supply, so you should treat the application as competitive, particularly if your preferred criteria are shared by many local families.

There is no published last distance offered figure available in the data provided, so it is not sensible to rely on “how far away someone got in last year” as a planning tool for this school.

Parents comparing options can use FindMySchool’s Map Search to check practical proximity and shortlist nearby alternatives that match your commute and childcare reality.

Safeguarding is treated as a leadership-level responsibility, with the principal named as safeguarding lead and a vice principal as deputy.

Beyond formal safeguarding roles, the day-to-day pastoral picture is helped by clear routines and recognition systems. The latest inspection report describes pupils learning routines early, and being recognised for positive conduct through tags and badges, alongside support for pupils who find it hard to manage emotions. The point for families is that behaviour is not left to chance; it is taught, reinforced, and supported in a structured way.

For pupils with additional needs, the school’s approach is framed around swift identification, guidance for staff, and the use of external specialists. A key improvement point raised in the same report is ensuring pupils with SEND close gaps in knowledge across the full breadth of the curriculum, which is a useful question to ask about when you visit.

Extracurricular provision includes a mix of school-run and partner-run activities. A specific, named example is School Choir for Years 3 to 6, scheduled weekly. In addition, after-school clubs are offered by Youth Dreams Project on multiple weekdays, with a small charge noted by the school.

Trips and enrichment appear regularly in the calendar. Examples listed include a Year 3 trip to Flag Fen, a Year 1 trip to Ferry Meadows, and a Year 4 trip to Johnsons Farm. These kinds of local curriculum-linked visits are often where primary learning sticks, because pupils can connect classroom content to real settings.

Pupil voice also has a formal route through the school council and the house system, which can be a meaningful lever for children who enjoy responsibility and representation.

The school day runs from 8:45am to 3:15pm. The published timetable includes a lunch period of 12:15pm to 1:00pm.

Wraparound care is available, with a before-school club starting at 7:45am and provision running up to 6pm. The school also publishes session pricing for breakfast club and after-school club, so families can cost this into their weekly plan.

For meals, pupils in Reception, Year 1 and Year 2 are entitled to Universal Infant Free School Meals, with additional free meal eligibility rules applying beyond that.

• Competition for places. The published demand snapshot indicates oversubscription, with 51 applications for 29 offers in the measured entry route. If you are applying late, the council notes that children are less likely to receive a preferred school.

• SEND catch-up planning. External review highlights that some pupils with SEND have gaps in learning in parts of the curriculum, and that the school is developing plans to help them catch up. Ask what this looks like in practice for your child’s profile.

• Wraparound is real, but capacity can matter. Breakfast and after-school clubs are published, but places can be limited for some sessions; check availability early if childcare is non-negotiable for your household.

Ormiston Meadows Academy combines a clear values framework with above-average primary outcomes and an established approach to early reading. The house system, structured behaviour expectations, and explicit transition links to a main feeder secondary provide a sense of continuity from Reception through Year 6.

Best suited to families in the local area who want a state primary with strong KS2 performance, an inclusive culture, and structured routines; admission is the primary hurdle rather than what follows.