Yewtree Primary School

What Ofsted said

From the inspection on 9 June 2026

Many pupils are underachieving. Too many struggle to communicate, read, write and calculate at the level expected for their age. Barriers to learning are not being overcome because adaptations are not used consistently or effectively. Teaching does not secure the foundations pupils need, so gaps widen rather than close. This is reflected in the very weak outcomes pupils achieve in the statutory assessments at the end of Year 6. Too often, pupils experience lessons disrupted by classmates. They ignore staff, refuse to work or leave classrooms. Unkind words and actions are common. When these behaviours are not addressed, they repeat and sometimes escalate. This creates an atmosphere that is not calm or respectful. Pupils who behave well feel worn down by this. They feel uncomfortable, and at times scared, when other pupils' behaviour intensifies. They also notice that consequences for poor behaviour are not always applied appropriately, which feels unfair. Similar issues appear at playtimes. Football has been stopped because it leads to arguments or fights. Too many pupils are not learning how to play well together or develop the social skills needed to manage disagreements and enjoy social times. However, pupils appreciate the changes leaders are making, such as introducing den building to encourage creative play. The revised start-of-day routine helps pupils enter school calmly. Pupils appreciate the warm bagels on offer for breakfast, which help provide a welcoming start to the school day. This approach is reflected in recent improvements in overall attendance. Still, more needs to be done to reduce the number of disadvantaged pupils and pupils with special educational needs and/or disabilities who regularly miss school. Although pupils generally feel able to share concerns with staff, the issues they report often continue. Pupils have learned to accept this. They no longer expect problems to be dealt with in a way that makes their day feel settled and safe.

What the school should improve

• Leaders must address how they and staff stay alert to signs that pupils may be unsafe, using better oversight and curiosity to spot concerns early and act quickly.
• Leaders must ensure their pupil premium strategy is implemented effectively and its impact evaluated rigorously so disadvantaged pupils receive support that improves their learning and wellbeing.
• Leaders should ensure adaptations are applied consistently and work effectively so pupils receive the support they need to overcome barriers to learning and engage confidently.
• Leaders must ensure staff hold high expectations of what pupils should know and be able to do and use evidence-informed approaches so teaching helps pupils gain the knowledge they need.
• Leaders must address how early foundations in reading, writing and mathematics are secured and how gaps are addressed later so pupils are ready for the next stage of their education.
• Leaders must reduce persistent absence and ensure part-time timetables are time-limited, using clear expectations, consistent follow-up and timely escalation to secure full-time attendance.
• Leaders must work with staff to instil clear behavioural expectations in pupils so behaviour improves and effective action is taken when expectations are not met.
• Leaders should improve how pupils are taught and supported to develop social skills so they learn to cooperate, communicate clearly and build positive relationships.
• In early years, leaders should guide staff to use what they know about each child to model, question and prompt responsively, building children's confidence and competence, particularly in early writing.
• Leaders and governors must access professional learning that strengthens how they identify issues, act on them effectively and review impact rigorously so weaknesses are addressed in a timely way.

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