Cherry Tree Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are respectful, safe and ready to learn as a result of the school's rules, which set clear expectations. These are typically followed by pupils in class and around school.

Pupils benefit from a broad, planned curriculum, which starts strongly in early years. Children's early education gives them an excellent start. However, pupils' learning experience is not as positive as they move through the school.

Too many pupils leave this school not academically prepared for their next stage of education.

Pupils behave well in class. Classrooms are generally calm, orderly and conducive to learning.

While bullying does on occasion take place, pupils have... every confidence that staff deal with it quickly and effectively. Trained pupil anti-bullying ambassadors are on hand to settle more minor disagreements.

Pupil leadership roles are wide and varied.

Pupils are proud to act as house captains, eco councillors and school councillors. These pupils are starting to have an active and valued voice in school life.

Trips are now very much back on the agenda at this school.

Visits to places such as the Tate Modern and Royal Opera House in London excite and engage pupils. These opportunities give pupils memorable experiences they might not be able to access elsewhere.

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

The school is making positive changes to improve how well pupils learn.

After a period where standards have slipped, the school has a clear sense of determination to improve. An ambitious curriculum is in place. However, the delivery and impact of this curriculum remains variable.

In the early years, staff set clear routines and expectations, which children meet. The early years curriculum is taught well by skilled staff. It combines children's interests with the knowledge that they need to secure in readiness for their next stage.

Trained staff interact meaningfully with children to check and extend their learning. Children in early years achieve well. They are suitably prepared for Year 1.

The school has ensured that there is an appropriate early reading curriculum in place. Trained staff generally deliver the sessions effectively. Pupils read books matching the sounds they have learned.

Staff identify pupils who need to catch up. This approach is starting to have the desired impact. Most pupils develop their early reading skills at an age-appropriate level, and others are supported to keep up with their peers.

All pupils, including those with special educational needs and/or disabilities (SEND), receive a broad and balanced curriculum offer. However, teaching across the school is inconsistent, which affects how well pupils, including those with SEND, learn the intended curriculum.Beyond the early years, the curriculum is not delivered in a way that effectively supports pupils to learn the intended knowledge.

In lessons, staff do not routinely check how well pupils are learning. This means some pupils are not moved on in their learning quickly enough, while others who find learning difficult are not well supported to succeed. Pupils do not achieve as well as they should across the curriculum.

Many subject leaders have not had the time or the support needed to make a demonstrable impact in their roles. The school recognises their willingness to develop. However, further opportunities are needed for them to reflect on their subject areas and identify the next steps for improvement.

As a result, some subject curriculums are not improving as quickly as they could.

Improving attendance is a priority. Creative ways to promote the importance of attending school, alongside rigorous monitoring, ensure attendance remains a constant focus.

The school balances support and challenge where attendance falls below the level they would expect. This work is starting to have a positive impact. However, some pupils do not attend school as often as they should.

As a result, they miss important learning, which can limit their progress. The school has set clear expectations of how they expect pupils to behave. When behaviour falls below expectations, the school acts promptly and minimises the impact on the learning of others.

The personal development programme is a strength at this school. Pupils get the information they need at the right time. Pupils learn how to keep themselves safe, both online and in their community.

They are respectful of each other and of people's differences. Pupils know how to keep themselves healthy in mind and in body. The school raises pupil aspirations by providing regular opportunities to learn about different professions.

This also exposes pupils to potential future careers.

Local governors and the trust recognise the need to make improvements at the school. They are now offering the right support and challenge to school leaders to improve standards.

There are early signs of improvement, but there is more work to do. Staff generally feel positive about the recent improvements made. They value the fact their views are considered when changes are being made.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not assess pupils' learning effectively at times. This means learning is not routinely checked to ensure pupils are supported or moved on in their learning in a timely manner.

It also means gaps in knowledge are not always addressed. The school and trust need to further support teachers with their responsive assessment strategies so they can adapt learning to meet the needs of different pupils more effectively. ? Middle leaders have not been given the necessary support and time to monitor and improve their subjects in an effective way.

This means they do not have a clear understanding of the key areas of improvement needed within their subjects. The school, with the support of the trust, should work closely with subject leaders to improve their knowledge and increase their capacity to lead improvements in their subject areas. ? Too many pupils, including those who are disadvantaged, do not attend school regularly enough.

This means they miss important learning. These pupils do not achieve as well as they could. The school needs to continue to refine and evaluate their approaches to managing and promoting attendance so these pupils attend school more regularly.

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