Cherry Tree Learning Centre

Inspection of a good school: Cherry Tree Learning Centre Overfield Road, Russell’s Hall Estate, Dudley, West Midlands DY1 2NX

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Outcome

There has been no change to this school’s overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school’s next inspection will be a graded inspection.

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Outcome

The headteacher of this school is Victoria Howard. This school is part of The Skylark Partnership, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Karen Frazer.

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What is it like to attend this school?

Pupils flourish here. A calm, nurturing environment permeates throughout all that is done. Pupils have faced significant challenges in their past. The care and attention that leaders pay to pupils’ individual needs, and the individualised transition period into school, help pupils to overcome these challenges and quickly re-engage with their education.

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What is it like to attend this school?

Relationships are at the heart of what is achieved here. A profound sense of community flows through the school. Pupils and staff see themselves as one big family. Pupils told inspectors that for the first time, they feel seen, listened to and valued. As a result, pupils know who to turn to if they have a concern. They are confident that any concerns will be resolved quickly.

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What is it like to attend this school?

Leaders’ relentless optimism and ambition for pupils are clear. They know that in the past, many pupils struggled to manage their own emotions. Leaders make no excuses for this. They constantly push pupils’ boundaries, stretching, encouraging and supporting them to meet leaders’ high expectations. Pupils strive to meet these in all they do and achieve well. For example, pupils quickly increase the amount of time they spend in school and maximise the time spent interacting with peers. Pupils benefit from a broad range of opportunities to enhance their wider personal development. Because of this, pupils are very well supported and equipped for their next steps in education. 24 and 25 April 2024

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

Leaders have created a culture here where nothing stands in the way of pupils receiving a high-quality education. They leave nothing to chance. Leaders are meticulous in making sure that pupils receive the right help at the right time. Interactions between pupils and staff are well focused on developing pupils’ social confidence and emotional resilience, as well as supporting pupils to make strong academic progress.

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

All pupils at the school have special educational needs and/or disabilities (SEND) related to their social, emotional and mental health needs. Leaders quickly gain a clear understanding of the challenges that have affected the lives of pupils and their families. They work hand in glove with a range of external providers to enhance this work. As a result, leaders quickly unravel pupils’ social, emotional and mental health barriers and build a comprehensive picture of pupils’ starting points. Through this work, leaders often identify pupils’ previously undiagnosed SEND.

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

Leaders use the information they gather about pupils skilfully. They craft bespoke curriculum pathways for pupils. These are well aligned to pupils’ starting points and individual needs. The backbone of the curriculum is well planned. Across all subjects, leaders have pinpointed the small steps that pupils need to be successful. Teachers expertly check on pupils’ progress and make alterations to their teaching to ensure any misconceptions are quickly resolved. Leaders monitor pupils’ progress against their individual targets carefully. Consequently, pupils’ pathways are adjusted sensibly to keep pupils moving toward a return to mainstream. Pupils make exceptional progress during their time here. For example, when pupils join the school, they begin their journey on a carefully planned outreach programme, attending the school for one hour per day with limited interactions with peers. Leaders adapt this when the time is right, gradually

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

increasing the time pupils spend in the classroom, the subjects they study and their range of social interactions until pupils are attending full time.

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

Reading plays a central role in pupils’ lives. All pupils read daily from a range of texts that have been carefully curated to enhance pupils’ cultural capital. Many of the pupils who join the school struggle to read. Leaders use a range of appropriate assessments to diagnose the gaps in pupils’ reading. They take this further to understand and overcome the emotional barriers a pupil may have toward reading. As a result, pupils get the help they need to improve their reading and quickly grow in confidence and become avid readers.

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

The school’s work to enhance pupils’ social interactions and their wider personal development is exceptional. It is at the core of the school’s work. All pupils engage in a range of well-considered community projects, such as working in a food bank to support some of the most vulnerable members of society. Through this work, and alongside the strong relationships that staff consistently model, pupils learn to re-engage with peers and build strong positive relationships with others. Consequently, despite having previously struggled to manage their own emotions, pupils quickly learn to model the positive behaviours expected of them. 24 and 25 April 2024

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The school makes sure that pupils benefit from a wide range of high-quality meaningful encounters with the world of work. The qualifications that pupils study are well matched to their future career ambitions. The support that pupils receive in their transitions from the school is exceptional. Leaders meticulously plan the small steps pupils need to support them through each stage, gradually building their independence and confidence. As a result, pupils are highly successful in their next steps.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the predecessor school, Cherry Tree Learning Centre, to be good in June 2013.

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How can I feed back my views?

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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Further information

You can search for published performance information about the school.

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Further information

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). 24 and 25 April 2024

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School details

School category Academy alternative provision converter

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school is for pupils aged five to 16. All pupils have been referred to the school through consultation with medical professionals. All are dual registered.  All pupils at the school have a range of SEND. The primary needs of students at the school are social, emotional and mental health needs.  Some pupils at the school receive lessons in the school room at the local hospital.  The school is one of two schools that make up the Skylark Partnership Trust.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical qualifications and apprenticeships.  The school does not use alternative provision.

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Information about this inspection

 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 24 and 25 April 2024

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taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: reading, science and personal, social health and economic education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors met with the headteacher and other senior leaders.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed school documentation.  Inspectors met with a group of trustees, including the chair of trustees.  Inspectors spoke with pupils at social times and in formal meetings. Inspectors

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reviewed the results of the online pupil survey.  Inspectors met with staff and took account of the online staff survey.  Inspectors reviewed Ofsted Parent View.

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Inspection team

Alexander Laney, lead inspector His Majesty’s Inspector

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Inspection team

Gwen Onyon Ofsted Inspector 24 and 25 April 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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