Ash Trees Academy

What Ofsted said

From the inspection on 13 December 2022

Ash Trees Academy is a special school which caters for pupils with communication and interaction difficulties, sensory and physical needs or cognitive impairment. Leaders and staff have high expectations for all pupils. Strong and caring relationships underpin all learning activities. Leaders make sure that the outcomes in pupils' education, health and care (EHC) plans are integrated carefully in all curriculum planning. Pupils learn within one of three learning pathways: informal, semi-formal and formal. Teachers have an expert understanding of how to adapt learning to meet the individual needs of all pupils. Staff manage behaviour well. Leaders have established consistent behaviour expectations. These are grounded in positive interactions between all staff and pupils. Staff help pupils to recognise and manage their emotions. When pupils struggle to regulate their behaviours, staff provide them with the support and guidance they need to feel safe. Every pupil has a bespoke pastoral plan. These provide staff with the information they need to meet pupils' individual behaviour needs. Leaders prioritise the development of pupils' communication skills. Staff make effective use of objects, symbols and Makaton to enable all pupils to have a voice. Staff know the pupils well. They quickly identify even the smallest communication attempt and respond positively. Pupils working in the formal learning pathway confidently communicate their views. They feel safe and happy in school.

What the school should improve

• The curriculum for early reading does not provide sufficient opportunities to prepare pupils for more structured phonics learning. As a result, some pupils spend too long on the pre-phonics curriculum when they are ready for greater challenge. This limits the progress that these pupils make. Leaders should ensure that they identify the additional steps in learning necessary to support pupils transition between the two programmes.
• Leaders have not identified explicit opportunities for teachers to introduce and revisit the most important knowledge that pupils need to learn in PSHE. Pupils have a limited understanding of areas, such as the fundamental British values, different family structures, cultures and religions. Curriculum leaders should ensure that these explicit teaching opportunities are planned for alongside the personalised PSHE curriculum.
• Leaders have only recently begun to reinstate the range of activities and visits that were in place prior to the pandemic. Pupils have limited opportunities to foster interests outside of the taught curriculum. Leaders should identify further opportunities to enrich the curriculum and ensure that pupils are supported to develop their interests and talents.

Read the full Ofsted report (opens in a new tab)