Treetops Free School

Inspection of Treetops Free School Buxton Road, Grays, Essex, RM16 2WU

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Good

The headteacher of this school is Anthony Hattam. The school is part of Treetops Learning Community Multi-Academy Trust, which means other people in the trust have responsibility for the running of the school. The trust is run by the chief executive officer, Paul Smith, and overseen by a board of trustees, chaired by Alan Peaford. 19–20 March 2024

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What is it like to attend this school?

Pupils' broad smiles show how much they enjoy attending Treetops Free School. A nurturing and caring community helps them to settle and be safe. Adults know pupils well. They place no ceiling on what pupils could achieve or do. Patient and understanding support meets the wide range of pupils' needs. This means pupils are happy and achieve well during their time here.

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What is it like to attend this school?

Purpose and calm pervade throughout the school. Adults ensure pupils know and understand how to work and play together. In class and on the playground, pupils demonstrate high levels of respect and kindness to one another. They learn to communicate how they feel, including those with complex needs. Where pupils have difficulties with their emotions, adults manage these times extremely effectively. Pupils behave very well.

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What is it like to attend this school?

Pupils' development of independence is a priority for the school's curriculum. High expectations lead to wide-ranging opportunities to help build pupils' confidence and resilience. Pupils show this through their learning and participation in community events. They are particularly proud of their singing and plays performed for different audiences.

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better?

The school has a well-thought-out curriculum to meet the needs of pupils. Pupils follow different pathways for their specific needs. For example, a pre-formal pathway supports communication and interaction for non-verbal pupils. Other pathways provide an adapted version of the national curriculum. Pupils’ needs are met well through the pathways they follow.

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better?

Each curriculum pathway is carefully sequenced. For those pupils on semi-formal and formal pathways, the curriculum provides opportunity to study a range of subjects. Pupils’ starting points are carefully assessed and appropriate adaptations made to help build their knowledge step by step. Frequent revisiting of concepts secures what pupils need to know. The school links pupils’ learning to real life experiences to deepen their understanding. However, in a few subjects, the steps that link to these activities are not precise enough. This means some activities do not help pupils to fully secure all the things they need to know.

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better?

Pre-formal pupils benefit from a well-designed communication curriculum. Staff tailor learning according to pupils’ individual needs. Planned activities use various methods of communication such as visuals or signing effectively. For example, pupils make use of sensory experiences to communicate their wishes and requests. Other pupils learn to read using the school's approaches for teaching phonics. These pupils build their phonic knowledge and reading skills successfully.

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better?

Pupils’ attitudes to learning are exemplary. They are keen to do well. The work in pupils’ books reflects the pride they have in their achievements. The school has clear 19–20 March 2024

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approaches to ensure they attend well. Any concerns are quickly identified, and support provided. Where this has been the case, pupils are now attending more frequently.

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Pupils' personal development is a high priority. Wider opportunities and experiences contribute well to building their confidence and self-esteem. For example, pupils go on trips into the local community, make residential visits, and participate in award schemes. They learn extensively about healthy relationships through the personal, social. health and economic (PSHE) education curriculum. Pupils find out how to be good citizens. They fundraise for local charities and care for the school environment.

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Pupils receive helpful support and guidance about the workplace. From early on they find out about ‘important people that help us.’ 'Work encounters' bring older pupils into contact with employers and different job roles. Pupils study for entry level and vocational qualifications to prepare them well for their future steps.

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The trust has ensured experienced leaders have supported the school from the time it opened. High-quality training has provided staff with the expertise to support pupils with special educational needs and/disabilities (SEND). Staff appreciate this help they have received. It has helped to establish a 'team approach' across the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few areas of learning, curriculum plans are not precise enough about how pupils build their knowledge as small steps. When this is the case, pupils do not make the progress they are capable of. Leaders should ensure plans include all the information teachers require so that they use the programmes effectively to plan pupils’ learning well.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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You can search for published performance information about the school.

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In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 19–20 March 2024

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School details

School category Academy free school special

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School details

Date(s) of previous inspection 14 June 2021, under section 8 of the Education Act 2005

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Information about this school

 The school opened as an academy free special school in September 2021. It is a member of the Treetops Learning Community, a multi-academy trust. The Treetops School is located on the same site as the free school.  Treetops Free School provides school places for pupils with SEND. All pupils who attend the school have an education, health and care (EHC) plan. It caters for pupils with moderate learning difficulties through to those with complex learning difficulties.  The school’s curriculum offers three pathways. The pre-formal pathway for pupils with complex learning needs. Other pupils follow the semi and formal pathways for their learning.  The current headteacher has been in post since the school opened. The deputy headteacher joined the school in September 2023.  The school makes use of one unregistered alternative provider.

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The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, deputy headteacher, assistant headteachers, curriculum leaders, teachers and other staff from the trust. The lead inspector met with chair of trustees and the chief executive officer of the trust. The lead inspector also met with a representative from the local authority.  The inspectors carried out deep dives in these subjects: early reading, communication, mathematics, and art and technology. For each deep dive, inspectors discussed the curriculum with leaders, spoke to teachers, spoke to some pupils about their learning and looked at a range of pupil’s work.

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 Inspectors also considered work from other subjects. These were science and PSHE.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record, took account of the views of leaders and staff; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors took account of the views of parents through their responses to the online survey and parents’ free-text comments. Inspectors also considered responses to the Ofsted staff survey. Inspectors spoke to pupils about their experiences of school.

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Inspection team

Steve Mellors, lead inspector His Majesty's Inspector

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Inspection team

Michael Williams His Majesty's Inspector 19–20 March 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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