Cherry Tree Academy, located in Pontefract, West Yorkshire, has undergone an inspection that highlights both strengths and areas for improvement. The school, led by headteacher Adam Dawson and part of the Waterton Academy Trust, has been rated as requiring improvement overall, particularly in the quality of education. The inspection took place on January 30 and 31, 2024, and noted that while the school has made strides in certain areas, there are significant challenges that need to be addressed.
The school has high expectations for all pupils, including those with special educational needs and disabilities. However, these expectations are not consistently met across the curriculum. The school has faced staffing turbulence since the last inspection, which has impacted the implementation of the redesigned curriculum. While staff deliver lessons with accuracy, the recent changes mean that the full impact of these improvements is yet to be measured.
Pupils at Cherry Tree Academy are reported to be safe and exhibit good behavior both in school and during break times. Instances of bullying are rare, and when they do occur, they are addressed promptly by staff. The school has invested in learning resources and environments that support pupils' emotional regulation and reflection on their behavior. Additionally, a variety of extracurricular clubs and educational visits enhance the curriculum and provide opportunities for pupils to explore their interests.
One of the school's notable strengths is its commitment to ensuring that all pupils become proficient readers. Daily reading sessions led by skilled adults support phonics development, and the books provided for home reading are well-matched to pupils' abilities. The school also identifies pupils who fall behind and provides additional phonics sessions to help them catch up.
Despite these strengths, the school faces challenges, particularly in addressing gaps in knowledge and understanding among older pupils. The curriculum has been reviewed, and lessons are sequenced to build on prior knowledge. However, there are concerns that pupils in key stage two have not made sufficient progress, leaving them unprepared for the next stage of their education. The school has not consistently checked the effectiveness of its curriculum initiatives, leading to inconsistencies in learning outcomes across different subjects.
The early years provision is a strong aspect of the school, with well-planned activities that reinforce children's learning and development. Staff demonstrate thorough subject knowledge and effectively model language to enhance children's vocabulary and understanding.
Attendance remains a significant issue, with too many pupils not attending regularly. This lack of attendance contributes to gaps in learning and understanding, hindering their academic progress. The school is encouraged to strengthen its engagement with parents to improve attendance rates.
The leadership and management of the school are rated as good, with staff feeling supported through training and professional development. The local governing body has been strengthened with new appointments, providing regular support and challenge to the school.
In summary, Cherry Tree Academy has made progress in several areas, particularly in reading and early years provision. However, it must address the gaps in knowledge among older pupils, improve attendance, and ensure that the curriculum is effectively implemented and monitored across all subjects to enhance the overall quality of education. The school is on a journey of improvement, and with continued focus and support, it has the potential to achieve better outcomes for its pupils.
