Cherry Tree Academy Trust Marham Infant

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy, confident and proud to be part of a close-knit, caring community. They feel safe and well supported by adults who know them well.

Typical comments from parents describe the school as 'transformational' for their child, while others praise the 'fantastic support' for pupils with special educational needs and/or disabilities (SEND).

The school has high expectations for pupils' achievement. These are realised in the improvements in how well pupils learn to read and the depth of knowledge they gain across the curriculum.

Children are encouraged to develop a curiosity about learning right from the start of Reception.

Behaviour is calm an...d respectful. Pupils are kind to one another and understand the importance of fairness and responsibility.

Where issues arise, such as occasional friendship disagreements, staff respond quickly and sensitively. Bullying is rare and dealt with effectively when it does occur.

Pupils look forward to 'Fab Fridays'.

This is a weekly enrichment programme where pupils apply their learning in real-life contexts. For example, Year 2 pupils wrote persuasive letters about improving the local park, while Reception children explored teamwork through outdoor games. These experiences bring learning to life and help pupils develop confidence and independence.

What does the school do well and what does it need to do better?

The school has developed a broad and ambitious curriculum. This is tailored to meet the needs of all pupils, including pupils with SEND. Staff know pupils well.

Staff check pupils' understanding effectively. They identify gaps in pupils' knowledge and plan steps to close these. Across the curriculum, pupils build knowledge well over time and produce high-quality work.

For example, in computing, pupils confidently manipulate images and understand basic coding concepts. Likewise, in history, they compare the past to the present by visiting farms with old and new machinery.

The early years curriculum is thoughtfully designed to support children's development.

Staff use open-ended questions and model language well to support communication and language. For example, during the inspection, staff asked children questions about how they would approach the obstacle course they had designed. Children successfully build on their learning as they progress through the early years.

Staff work closely with families to ensure a smooth transition into school life.

Since the last inspection, the school has prioritised reading. Pupils who fall behind receive timely and effective support to catch up.

However, while phonics is now well established, pupils' love of reading is not as well developed. This is because pupils do not have access to enough books that interest and engage them. Therefore, they sometimes make decisions not to read, which means some pupils do not develop their reading fluency as well as they could.

The school has begun to take action to address this, but this is not embedded.SEND provision is a strength. The school ensures pupils' individual needs are identified early and then regularly reviewed to ensure pupils can access learning.

Staff adapt teaching effectively. Pupils with SEND access the same curriculum as their peers. Pupils with SEND feel well supported, and parents of these pupils feel involved in their children's education.

Pupils behave well and understand the school's expectations. Classrooms are calm. Staff use positive reinforcement approaches, and pupils respond well to their praise for doing the right thing.

Occasional low-level disruption is managed effectively. This is because the school has taken a proactive approach to refining its behaviour policy, involving staff and pupils in the process. Attendance is high.

The school does a range of highly supportive work to help families. This includes collaborating on pastoral support with the local RAF base.

The school offers a rich and inclusive personal development programme.

Pupils take part in a wide range of clubs, visits and enrichment activities. Assemblies and themed weeks promote values such as kindness, diversity and respect. Pupils learn basic sign language, which is used across the school to support communication and inclusion.

The school council and 'eco council' are established to promote pupil leadership. However, pupils' understanding of their roles and the impact of their voice is still developing.

Leaders have a clear and accurate understanding of the school's strengths and areas for development.

They have responded effectively to previous inspection feedback, particularly in reading and curriculum development. Staff feel valued and supported. There is a strong culture of collaboration and professional development.

The trust is committed to the school's ethos and values, particularly its support for service families and pupils with SEND. However, trustees do not always ask suitable questions to challenge and support school leaders effectively enough. There is also an overreliance on school leaders to set the strategy and direction for the school.

Trustees recognise this and understand the importance of taking action to develop the skillset of the board to address this.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not promote reading for pleasure well enough.

Too few interesting books are available, so some pupils choose not to read and do not develop fluency as they should. The school should provide a wide range of appealing books and actively encourage reading for pleasure. The trust board has not consistently provided precise or rigorous enough challenge and support to school leaders.

This is particularly evident in matters related to the quality of education. As a result, there is an overreliance on school leaders to set the strategy and direction for the school. The trust board must strengthen its ability to challenge and support school leaders effectively.