Cherry Trees School

What Ofsted said

From the inspection on 28 February 2024

These are very special times at Cherry Trees School. The last few years have seen massive improvements. At the heart of these improvements are care, kindness and a determination that all pupils will get the most from their time at school. Pupils are happier, more confident, and are making greater progress than ever before. Pupils have many varying special educational needs and/or disabilities (SEND), including autistic spectrum conditions, sensory processing needs or speech, language, and communication needs. Whatever the need, the school is tenacious in ensuring that they get the right help quickly to overcome any barriers to learning these needs might create. Relationships between staff and pupils are caring and supportive. All pupils are welcome and valued, regardless of their needs or starting points. Pupils told inspectors that 'just because you are different does not mean you should be treated differently'. This caring and supportive ethos runs through this small school with a huge heart. This contributes to behaviour that is positive in lessons and at other times. Not a moment is wasted. Clubs such as cooking, movies and board games help to develop hobbies and interests. Museum, cinema, and London trips develop pupils' understanding of the world around them.

What the school should improve

• The curriculum for pupils who are not yet ready to access phonics and early reading is in the early stages of development. This limits how effectively some pupils share experiences around books, identify sounds in the environment or recognise that pictures and words can communicate meaning. The school needs to ensure that the curriculum for pre-reading is well implemented in all classes so that more pupils can learn to find enjoyment and meaning from words and books.
• In some cases, teaching staff do not always adapt the curriculum to the individual SEND of the pupils and how they learn best. While the school knows the needs of the pupils well and has clearly defined plans for all pupils, there is some variability for some pupils in how well these plans are implemented. The school needs to ensure that the curriculum implementation is always well adapted to the different additional needs of the pupils in order to maximise their learning.
• What is important to the pupil is not always routinely captured and acted upon when considering the provision that is made for them. This means that the support they get or the opportunities for them to develop their hobbies or interests are limited. The school needs to ensure that they routinely capture and act on the voice of all pupils when identifying the provision they are making for them in school, and to help pupils to develop their own interests and hobbies.

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