Willow Tree Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and enthusiastic about their learning at this caring and supportive school.

The school is highly inclusive. Staff work hard to understand the needs of each individual pupil.

The school sets high expectations for all pupils.

The behaviour and rewards system centres around the values of being 'respectful, responsible, and ready to learn'. Pupils know these values well and take pride in being recognised for demonstrating them. Pupils behave well throughout the school.

Clear routines are in place. Pupils move through the corridors in a calm and considerate manner.

Pupils achieve well across the curriculum.

Disadvantaged... pupils make particularly good progress with their reading throughout their time at Willow Tree. The attendance of some pupils is lower than leaders would like, and significantly below the national average.

Pupils learn about diversity and inclusion.

They know how to stay safe online and in their communities. Pupils are well prepared for their next stage in education. In Nursery, children take part in pre-phonics activities.

Across the early years the school places a high importance on developing children's independence. Children in Reception are well prepared for Year 1.

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

The school has made great strides in developing its curriculum over the past few years.

Many subject leaders are new to their roles. The school has given them time to design the curriculum and to share their expectations with other members of staff. Leaders have carefully mapped out the knowledge that pupils need to learn and the order in which they should learn it.

The curriculum is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).

Teachers possess strong subject knowledge and choose effective activities to deliver the curriculum. They regularly revisit prior learning to reinforce pupils' understanding.

Teachers consistently check pupils' progress and address any misconceptions. The curriculum's positive impact is evident in the high quality of pupils' work in subjects like art and design and mathematics. In some areas, where the curriculum is newer, its impact is still to be fully realised.

Reading plays a central role in the school. Children begin learning phonics early in Reception and move quickly through the programme. Phonics results at the end of Year 1 consistently exceed national averages.

If a pupil falls behind, the school acts quickly, offering high-quality support to help them catch up. The school works hard to promote a love of reading. Pupils read for pleasure and enjoy author visits, which they talk about with excitement.

Pupils thoroughly enjoy reading at this school.

The school accurately identifies pupils with SEND. Pupils with SEND access all areas of school life, including trips and extra-curricular activities.

Staff effectively make adaptations to their lessons to ensure that pupils with SEND can access the learning. Pupils with SEND achieve well at this school.

In the early years, children experience positive interactions with each other and the adults around them.

The inside and outside environments are purposeful and engaging. Emphasis is placed on the retelling of stories, collaborative work, exploration and experimentation. As a result, children progress well through the early years curriculum.

The attendance of pupils at the school is too low. Pupils from disadvantaged backgrounds attend school less than their peers. Leaders are aware of this and have recently launched a new attendance policy in response.

The school is working relentlessly to try to improve attendance. However, the impact of this work has yet to be seen.

The school offers a wide range of opportunities to support pupils' personal development.

Pupils regularly attend extra-curricular clubs such as sports, cross-stitch, and nature club. Student leaders, such as the school council and play leaders, make a positive impact on the school and local community. They frequently visit a local care home and raise money for charities.

Many leaders across the school are new to their roles, including some members of the local governing board. The school has taken time to develop these leaders and they are already having a positive impact in areas such as curriculum development. Some of these leaders require more training to ensure they have the skill and confidence to maximise their impact within their roles.

Trustees and established members of the local governing board have a strong oversight of the school. They have a good knowledge of the school's strengths and areas to still improve. Parents are positive about the school.

Staff are happy and proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The attendance of some pupils is too low, particularly those from disadvantaged backgrounds.

These pupils miss out on important learning. The school should work to reduce rates of absence and persistent absence, particularly for disadvantaged pupils. ? Many leaders across the school are new to their roles.

This includes some members of the local governing board. Some of these leaders require more training to ensure that they have the skill and confidence to effectively fulfil their roles. The school should continue the development of leaders at all levels to ensure that the impact of the curriculum and other areas continue to be monitored and refined effectively.

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