Treeton Church of England Primary School

What Ofsted said

From the inspection on 13 January 2022

Pupils enjoy coming to Treeton Church of England Primary School. They are happy and speak highly of their teachers. Relationships between staff and pupils are positive and respectful. Parents value the education that their children receive. One parent summed up the views of many parents, saying: 'Our children have flourished. We are grateful to staff for their efforts in helping our children to develop in every way.' Leaders have created an ambitious curriculum. They have carefully considered the impact of the COVID-19 pandemic on pupils' learning and well-being. Leaders have introduced 'pupil worship leaders' and 'prayer trees' to support pupils' mental health. Leaders ensure that all pupils understand what bullying is and how to deal with it. Pupil 'anti-bullying officers', anti-bullying weeks and workshops around bullying help pupils to be confident. Pupils know that they will be listened to. They say that little bullying takes place. Pupils know how to stay safe. This is because leaders deliver a personal, social and health education curriculum that teaches pupils about relationships and staying safe. Pupils say behaviour is good during lesson times but less so during other times of the day. There is a wide range of opportunities for pupils to become active and responsible citizens, including: supporting homeless people through charities; building relationships with residents in a local care home; and engaging with enterprise projects. There is a range of clubs that have resumed since the restrictions of the COVID-19 pandemic have eased. Pupils with social, emotional, and mental health needs are offered additional opportunities such as horse riding.

What the school should improve

• Although teachers have been supported to develop curriculum plans in the wider subjects, they have not received the same level of support on how to deliver these plans effectively. Teachers focus on teaching an activity rather than what they want pupils to learn. As a result, pupils remember the activity, such as dressing up and being a Victorian, rather than the knowledge leaders want them to remember. Leaders need to ensure that teachers receive support on how to deliver subject-specific curriculum areas so that the knowledge that they want pupils to learn is realised.
• Pupils' behaviour during breaktimes and lunchtimes is not as good as it is during lesson times. Pupils feel that consequences do not always prevent pupils from repeating the same inappropriate behaviours. Leaders should review the school's behaviour policy and ensure that it is consistently applied during all times of the school day so that instances of poor behaviour reduce.

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