Three Trees Infant Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have not ensured that all staff understand the school's systems for keeping pupils safe.

This potentially places pupils at risk.

Across a range of subjects, leaders have not identified the knowledge all pupils should learn to help them develop their understanding securely over time. Too many pupils do not develop quickly as fluent readers.

Pupils with special educational needs and/or disabilities (SEND) do not receive a curriculum that meets their needs.

Pupils know the school's values. They like the rewards they receive for the positive choices they make.

However, too many pupils do not behave well, particularly at lunchtimes. Poor ...behaviour in classrooms frequently disrupts learning. Pupils do not have an age-appropriate understanding of relationships and boundaries.

Parents and carers worry about some pupils' behaviour.

Pupils say that they can talk to their friends and teachers about their worries. Most pupils say that they feel safe in school.

They understand what bullying is. They know that adults will sort out any incidents. Some pupils visit the 'caterpillar room' to help them understand their emotions and feelings.

Children in the early years enjoy learning. They settle well into school life. Older pupils understand the importance of equality.

They recognise that 'anyone can do any job'.

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

Leaders have not ensured that all pupils get off to a good start in their education. Leaders have acted too slowly to improve the school.

They have not accurately identified the school's strengths and weaknesses. Therefore, leaders' actions are not having a swift, sustained impact on the quality of education for all pupils.

Staff have received some training in the school's early reading programme.

Leaders have ensured that reading books match the sounds pupils know. However, staff do not adopt an effective, consistent approach to teaching reading. Some pupils do not have positive attitudes to reading.

Disadvantaged pupils do not receive the support they need to help them to catch up.

The mathematics curriculum is well structured. Teachers help pupils to learn from their mistakes.

The rest of the school's curriculum is not as well sequenced. Leaders have not identified what knowledge they want pupils to learn, and when, in most subjects. As a result, pupils' knowledge and understanding of subjects are limited.

Leaders do not have a clear view of how the curriculum should be improved.

Leaders have not ensured that the curriculum is suitably ambitious for pupils with SEND. These pupils do not receive well-planned support to access the curriculum.

They do not develop well as independent learners. Some pupils with SEND have to wait too long to get support. As a result, they do not achieve as highly as they should.

Children in the early years show excitement and fascination in their learning. They told inspectors how they can grow an oak tree from a tiny seed. Some children relish making superhero costumes.

Others confidently sing songs to their peers in the make-believe theatre. However, the early years curriculum is not well planned in all areas. Sometimes, adults do not teach or explain ideas precisely enough so that children can develop their understanding securely.

Some pupils are courteous and use their manners well. They learn to develop resilience in their learning. However, their learning is often disrupted by other pupils' poor behaviour.

Leaders have not ensured that all staff consistently apply the expectations for behaviour. Lunchtimes are often disorganised. A significant group of staff think that they do not receive enough support to manage pupils' behaviour.

Parents also expressed concerns about pupils' behaviour. Communication and relationships between school leaders and parents are strained.

Leaders' actions to improve attendance and punctuality are having some positive impact.

However, there remains a significant group of vulnerable pupils who do not attend regularly.

Pupils like the reward systems in school. They understand that rules are needed in school and in wider society.

Some pupils participate in sports competitions. However, pupils' understanding of different faiths and religions is not as well developed as it should be.

Many governors are new to post.

They have not yet received training for their roles. They recognise that there are significant challenges that the school faces and improvements that the leaders need to bring about. However, their work to date has yet to ensure that these improvements are happening.

Teachers say that they feel well supported with their workload. They appreciate leaders' support for their well-being.

Safeguarding

The arrangements for safeguarding are not effective.

Leaders have not ensured that all staff understand the systems, policies and procedures to help keep pupils safe. Leaders have not established a consistent method for recording safeguarding concerns. Although leaders are aware of the local risks to pupils' safety, they do not ensure that the most vulnerable pupils attend school regularly.

Members of the new local governing body are evaluating the school safeguarding procedures, but this work is in its early stages.

Pupils have some knowledge of how to stay safe online. They do not have an age-appropriate understanding of healthy relationships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not established clear policies and procedures for safeguarding. There are too many systems in place for recording concerns. A significant group of staff are not well versed in the school's procedures for safeguarding.

This puts pupils at risk. Leaders must ensure that all staff have the necessary knowledge of the school's safeguarding systems and procedures to implement them well. Governors must ensure that leaders understand and fulfil their safeguarding responsibilities.

• Staff do not implement the school's early reading programme consistently and accurately. Pupils, particularly the most disadvantaged, do not learn to read well. Leaders must ensure that all staff have the knowledge and skills to be able to deliver the school's phonics programme as intended, so that all pupils, including the most disadvantaged, are able to read fluently and confidently.

• Pupils with SEND do not always benefit from a high-quality education. These pupils' individual learning plans lack the necessary precision to help pupils to achieve their next steps. This slows down the learning and progress that pupils with SEND make.

Leaders must ensure that there is a clear ambition in the curriculum for pupils with SEND. They must ensure that all staff have the knowledge and expertise to provide timely, well-matched support to meet the needs of all pupils with SEND. ? Leaders have not identified the key knowledge and skills that pupils, and children in the early years, must gain in all subjects and areas of learning.

The curriculum does not prepare pupils well for the next stage of their education. Leaders must ensure that there is clarification as to what knowledge pupils should learn, and when, in all subjects across all years, including in the early years. ? Leaders have not ensured that there are consistently high expectations for behaviour.

This means parts of the school day are disorderly, preventing pupils from learning. Leaders must ensure that all staff understand the school's approach to managing behaviour, so that there is a consistent approach to ensuring that pupils behave appropriately. ? Some pupils have a limited understanding of different groups in society.

This does not prepare pupils well for life in and beyond the school. Leaders must ensure that the curriculum enables pupils to learn about people who are different to them, and the diverse nature of British society.Leaders and those responsible for governance may not appoint early career teachers before the next monitoring inspection.

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