PEAR Tree Mead Primary school has been highly praised by Ofsted following an inspection.

The government inspectors visited the school on February 21st and 22nd.

The Headteacher is Christine Peden.

Ms Peden said: ‘ I am really proud of the staff and children at Pear Tree Mead. The staff work extremely hard to make sure that the children get the very best school experience.’

The report states:

Pear Tree Academy is a calm and happy place for pupils to learn. Pupils enjoy coming to school, and they look forward to learning. They say learning is fun. Pupils learn and achieve well. Most behave well in the lessons and around the school.

Children in the early years develop strong relationships with staff. This continues as pupils move through the school. Pupils know and understand what bullying is, and they are clear that it rarely happens. Pupils trust adults to deal with issues if they arise. Pupils know who to speak to if they have worries or concerns.

From the early years, children learn life skills such as respect, self-belief, aspiration and resilience, preparing them for the wider world. Pupils in older year groups have leadership roles across the curriculum such as science ambassadors, play leaders, pupil leaders and school council which they value.

Pupils take part in experiences and activity days that raise their aspirations for future careers such as becoming a scientist or a doctor. Pupils enjoy sports, especially the swimming lessons and sports competitions that are on offer. However, they would like more after-school activities to choose from.

Leaders provide a curriculum that is well thought through and builds pupils’ knowledge in most subjects from early years through to Year 6. Leaders have ensured that staff are well trained and have strong subject knowledge of the subjects they teach. Most lessons build on what pupils have already learned and allow them to apply their learning in more complex ways.

Teachers explain tasks and new content to pupils clearly. This includes for the youngest children in the early years. Staff use effective questioning to help pupils explore their learning. Staff use a range of strategies to check on how well pupils are learning the intended curriculum. This helps them to identify which pupils need more help or guidance. Teachers successfully adapt their teaching when pupils need extra help so that pupils catch up with their classmates.

In some subjects, leaders’ planning does not make clear the exact content that staff need to teach. Staff are not as well trained in these subjects. Subject leaders are not checking regularly how the curriculum is implemented. As a result, pupils do not learn the intended curriculum in these subjects as effectively, and they develop gaps in learning.

Leaders have made reading a priority. Children in early years begin phonics when they start Reception, learning the foundation skills. Teachers have training to teach phonics effectively, and this is regularly revisited. Pupils take books home that are closely matched to the sounds they are learning and help to develop their love of reading. If pupils fall behind, they get the help they need to catch up quickly. Pupils across the school become fluent, confident readers.

Leaders ensure that pupils with special educational needs and/or disabilities (SEND) have their needs identified in a timely way. Most staff support pupils with SEND well to access the same curriculum as their peers. Occasionally, leaders do not ensure that staff know the precise strategies required to support pupils. Where this occurs, a small number of pupils are not as well supported in lessons and can become frustrated in their learning and lose concentration.

Most pupils behave very well. In the early years, where some children struggle to manage their behaviour, they are helped to understand the importance of good behaviour and kindness. Leaders and staff ensure that they apply the school’s behaviour policy consistently and fairly. As they get older, pupils model the school’s values such as respect and self-belief. They take turns and work together harmoniously. They show excitement in their learning. Pupils value the rewards systems. They look forward to ‘positive notes’ that celebrate positive behaviour and success in learning.

Leaders ensure that pupils’ wider well-being and development are well supported. Alongside the additional visits, trips and visiting speakers, pupils are also supported to understand the wider world, such as different religions and cultures. Pupils are respectful and thoughtful in their discussions about this learning, and the importance of valuing everyone.

Staff at all levels value working with colleagues across the school. They feel well supported by leaders, and they value the team spirit in the school. Leaders, including governors, consider staff’s workload and well-being when making whole school decisions.

The arrangements for safeguarding are effective.

Leaders and staff are well trained to identify and report safeguarding concerns. Staff use school systems effectively to record any issues. Leaders use a range of systems to ensure that pupils receive the right help at the right time. Leaders do all they can to ensure that pupils and their families get the support they need. There is a culture of safeguarding at the school.

Pupils have many opportunities to learn about keeping safe in the curriculum. They learn how to stay safe online and in the wider world. Pupils feel safe.