Elm Tree Primary Academy

What Ofsted said

From the inspection on 20 May 2025

At Elm Tree Primary Academy, neurodiversity is celebrated, and every pupil is valued for their unique strengths. The whole staff team, together with the support of parents and carers, has created an environment where pupils flourish. The school delivers a rich, high- quality education tailored to pupils. It helps pupils to feel confident, capable and empowered. High expectations are embedded throughout, and structured routines ensure pupils feel secure and ready to learn. Lessons help children grow and succeed from an early age, equipping them with the skills and confidence to reach their full potential. Strong family partnerships provide consistent support, with staff working closely with parents to nurture progress and celebrate success. Relationships form the heart of the school's ethos, fostering trust, understanding and emotional security. Staff have a deep understanding of sensory regulation, utilising expert strategies to help pupils remain calm, focused and engaged in learning. Every child is encouraged to communicate in the way that suits them best, whether through assisted technology, signing or alternative methods. Beyond the classroom, pupils enjoy enriching experiences that enhance their learning and independence. The school offers therapeutic interventions, swimming lessons, exciting trips, and hands-on activities at theatres, museums and places of worship. These experiences help pupils develop essential life skills in a safe, supportive environment.

What the school should improve

• Staff do not consistently implement the communication systems pupils need to access in the curriculum. While a broad and robust offer exists for developing staff knowledge and skills in this area, some staff do not consistently ensure pupils are supported with the appropriate spoken language, symbols or signing. This means that some pupils do not learn as well as they could. The school needs to ensure that all staff members apply the training to adapt the curriculum and provide the necessary skills to meet the pupils' receptive, processing and expressive needs.
• While visits to cultural and religious sites are valuable, some pupils do not yet consistently experience opportunities that develop practical life skills, such as shopping and road safety, in the local community. This limits their ability to practise their learning in real-life situations with members of the world around them. The school should ensure that all pupils have regular opportunities to practise their newly gained learning in various situations in the local community.

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