Three Trees CofE Junior Academy

What Ofsted said

From the inspection on 28 April 2026

Pupils are confident and engage in school life. They enjoy learning to read and write. They are proud of work in their books. Staff know pupils well. Pupils feel safe and know that there are lots of people they can speak to if they have a worry. The school has focused on improving pupils' behaviour in recent years. This focus has helped secure improvements. Pupils behave well and benefit from a calm and orderly learning environment. At playtime, pupils have lots of equipment to play with and enjoy making use of the well-maintained grounds. However, some pupils do not come to school often enough. The school's Christian ethos shines through its vision and values. This is reflected in the school's name, which signifies growth and aspiration. The school provides pupils with a wide range of experiences to realise this vision. Pupils welcome these opportunities and take their leadership responsibilities seriously. The 'pupil parliament' recently organised an Easter parade, and pupils were excited to take part in a local 'festival of words'. Older pupils camp on the school field in the summer and attend residentials. Many children speak with pride and interest about their local area and how they help people. There is a deep sense of community spirit. Leaders are focused on improving outcomes, but key stage 2 achievement is below national averages. Some pupils leave Year 6 without achieving the expected standard in reading, writing and mathematics. Some pupils have gaps in the basic knowledge and skills they need for wider learning. These gaps and any wider barriers to learning are not closing quickly enough. This means some pupils are not prepared enough for their next steps. Leaders are securing improvements with inclusion but there is more work to do. Outcomes for disadvantaged pupils are not in line with national averages. Pupils with special educational needs and/or disabilities receive better support, but systems and approaches need to be embedded and sustained further.

What the school should improve

• Leaders should continue to embed systems and processes to check on pupils' absences in order secure further improvement to overall rates of attendance and reduce persistent absence.
• Leaders should continue to embed systems for identifying and meeting pupils' needs so that any barriers to learning are addressed quickly and accurately and pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, achieve well.
• Leaders should ensure that staff have the necessary training to develop pupils' foundational knowledge successfully and identify and address gaps in learning.
• Leaders should ensure that teachers regularly and consistently check pupils' understanding so that misconceptions are identified quickly and accurately and pupils' outcomes improve.

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