Pear Tree Mead Academy in Harlow, Essex, has been recognized as a good school following its inspection on February 21 and 22, 2023. The school provides a calm and enjoyable environment for pupils, who express enthusiasm for learning and report that it is fun. The behavior of most students is commendable both in lessons and throughout the school. In the early years, children establish strong relationships with staff, which continue as they progress through the school. Pupils are aware of what bullying is and feel confident that it is rare, trusting adults to address any issues that may arise. They know whom to approach with their concerns.
From the outset, children are taught essential life skills such as respect, self-belief, aspiration, and resilience, which prepare them for the broader world. Older pupils take on leadership roles in various capacities, including science ambassadors and school council members, which they value. The school offers experiences and activity days that inspire pupils to aspire to future careers in fields like science and medicine. While pupils enjoy sports, particularly swimming and competitions, they have expressed a desire for more after-school activities.
The curriculum at Pear Tree Mead Academy is well-structured and effectively builds pupils' knowledge across most subjects from early years to Year 6. Staff are well-trained and possess strong subject knowledge, allowing them to build on prior learning and encourage more complex applications of knowledge. Teachers communicate tasks and new content clearly, employing effective questioning to deepen pupils' understanding. Various strategies are used to assess pupils' learning, enabling teachers to identify those who may need additional support.
However, there are areas for improvement. In some subjects, the planning does not clearly outline the specific content that needs to be taught, and staff may not be as well-trained in these areas. Subject leaders are not consistently monitoring the implementation of the curriculum, leading to gaps in pupils' learning. Reading has been prioritized, with early years children starting phonics in Reception. Teachers are trained to teach phonics effectively, and pupils are given books that match their learning levels, fostering a love for reading. Support is provided for those who fall behind, ensuring they catch up quickly.
The school is attentive to the needs of pupils with special educational needs and disabilities (SEND), identifying their needs promptly. Most staff support these pupils well, although there are instances where staff may not have the precise strategies needed for effective support, leading to some pupils feeling frustrated and losing focus.
Behavior at the school is generally very good. In the early years, children who struggle with behavior are guided to understand the importance of good conduct and kindness. The school's behavior policy is applied consistently and fairly, and as pupils mature, they embody the school's values of respect and self-belief. They appreciate the rewards system that acknowledges positive behavior and academic success.
Leaders prioritize the well-being and development of pupils, providing additional visits, trips, and speakers to broaden their understanding of the world, including different cultures and religions. Staff at all levels feel supported and value the collaborative environment. Leaders consider staff workload and well-being in decision-making.
The safeguarding arrangements are effective, with well-trained staff who can identify and report concerns. Pupils learn about safety in various contexts and feel secure at school. To improve, leaders need to ensure that curriculum planning specifies what pupils should learn in all areas and that information regarding pupils with SEND is shared appropriately among staff to provide the necessary support for all learners.
