Pear Tree Community Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pear Tree Community Junior School is a transformed school.

Leaders have worked tirelessly to improve the school. They are highly ambitious for all pupils and want them to succeed both academically and socially.

Staff and parents agreed that Pear Tree is unrecognisable from the school it was in the past. One parent told inspectors: 'This isn't the school it used to be.'

Pupils are safe and happy at school.

They live out the school's superhero code of 'ready, respectful and responsible' learners. Staff know the pupils well. The school's mantra of 'praise in public, reprimand in private' sets the scene for very positive relationships between staff and ...pupils.

Pupils behave well in lessons and around the school. They know that some pupils find it hard to behave well all of the time. They said that the adults in school help these pupils.

Pupils said that bullying is not really a problem at Pear Tree, but that when it happens, the teachers sort it out.

Pupils are aspirational for their futures. They said that they want to be nurses, scientists and police officers when they are older.

What does the school do well and what does it need to do better?

The school's curriculum is broad and balanced. There are high expectations of what pupils can achieve. Pupils with special educational needs and/or disabilities (SEND) access the same curriculum as other pupils.

Leaders' comments included: 'We don't put a lid on any of our learners.'

Subject leaders have received the training they need in order to lead their subjects with confidence. They have worked closely with leaders to write curriculum plans that identify the key knowledge that pupils need to know and remember.

In some subjects, these plans are highly effective and pupils retain essential knowledge. In other subjects, the curriculum is less well embedded. In these subjects, pupils find it more difficult to reflect on and recall their prior learning.

Leaders know that they need to continue to monitor the impact of the curriculum. This will help them to refine the curriculum to maximise the progress that pupils make.

Classrooms are calm places where pupils can learn successfully.

Teachers explain new ideas to pupils clearly. Pupils with SEND are given the extra help they need in order to succeed. In some subjects, for example in reading and mathematics, teachers systematically assess what pupils know and remember.

Assessment is not as well developed in the foundation subjects. Leaders have not yet developed a consistent approach.

Reading is a priority.

Leaders know that many pupils do not have a secure knowledge of phonics when they join the school. Leaders have introduced daily phonics lessons in all year groups. This has helped pupils to read and spell more confidently.

Extra support is given to pupils who find reading more difficult, or who are learning English for the first time. Teachers immerse pupils in books. They read to pupils daily.

They choose books that help pupils to make links with other parts of their learning. Pupils are excited about reading.

Plans to promote personal development have been designed to meet the needs of pupils at Pear Tree.'

Marvellous Me' books are used to teach pupils about: healthy relationships, online safety, diversity and how to manage their feelings. Pupils also have opportunities to discuss current affairs. They learn about different faiths and religions.

Year 6 pupils are working with local police officers on a project to make their community safer.

Leaders have created a positive working environment for pupils and staff. Staff morale is high.

Leaders have prioritised the mental health of the whole school community, including families. This aspect of the school's work is strong.

Governors have an accurate view of the school.

They have supported leaders to secure the many improvements made to the school in recent years.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a culture where pupils are deeply cared for.

Staff are trained to keep a close eye on pupils and to spot concerns quickly. Concerns are reported without delay. Detailed records are kept.

Leaders act swiftly to make sure that pupils and families get the help they need.

Leaders know their community well. They are acutely aware of the types of risks to pupils' safety in their local area.

Leaders make sure that pupils are taught about how to keep themselves safe both in and outside of school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• While curriculum plans have been written for all subjects, some of these plans are relatively new and have not yet been firmly embedded. As a result, in some subjects, pupils do not remember the key knowledge that leaders have identified.

Leaders should now ensure that there are further opportunities to monitor the impact of the curriculum. This will enable subject leaders to refine the curriculum to maximise what pupils know and remember. ? Leaders ensure that the progress pupils make is checked closely in English and mathematics.

This is not as well developed in the foundation subjects, where there is no systematic approach to assessment. Leaders should now ensure that a consistent and manageable assessment system is developed for foundation subjects. This will enable teachers to check what pupils know and remember from prior learning.

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