Schools & FE · Report card

Cherry Tree Primary School

Inspected 24 Mar 2026 · published 19 May 2026 · URN 105187

Original PDF ↗

Summary

No overall grade in this frameworkSafeguarding met

Mark Hazzard (lead), Ian Young, Sarah Gower-Jones, Valmai Roberts

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Needs attention
Attendance and behaviour verified
Needs attention
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
24 Mar 2026
Inspectors verified
Ian Young, Mark Hazzard, Sarah Gower-Jones, Valmai Roberts
Postcode verified
BL4 0NS
Name on report verified
Cherry Tree Primary School
Safeguarding verified
Met
URN verified
105187

Page 1 of 15

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Grade profile

Each judgement on its scale, weakest to strongest.

AchievementNeeds attention
Attendance and behaviourNeeds attention
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+36Positivemore positive than 15% of reports of this type

Reads more critically than most reports of this type.

Praiseaccuratelyambitiouseffectivelyproudfeel safeeffectivepositivehigh expectations

Criticismconcernsnot consistentlyat riskgapsnot well preparedfall behindfalling behindseriously

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1319w+38
Leadership171w+36
Safeguarding51w−11
What needs to improve35w0

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

This helps them to spot any pupils who are at risk of falling behind. p.3

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance30
“Leaders maintain high expectations of pupils with SEND.” p.3
Teaching & assessment14
“Leaders have renewed their approach to teaching the skills that support high-quality writing.” p.2
Curriculum12
“They have designed an ambitious, broad and balanced curriculum.” p.2
SEND & inclusion11
“Leaders maintain high expectations of pupils with SEND.” p.3
Progress & outcomes7
“Results in national tests, over time, show that too few pupils reach the level expected for their age.” p.4
Reading & phonics6
“Reading is a priority.” p.2
Behaviour6
“Leaders have adopted clear and consistent expectations of pupils’ behaviour.” p.5
Parents & families6
“Leaders work closely with parents and carers.” p.2

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,576; about usual (typical 1698)
Reading level: Fairly hard; Flesch 52, typical 43
Average sentence: 12 words
Next steps: 2; typical 3
Hedged sentences: 7%; “some”, “not always”, “most”…

Where the words go

Findings 48%Leadership 6%Safeguarding 2%What needs to improve 1%About the inspection 43%

Full report text

Cherry Tree Primary School

Address: Highfield Road, Farnworth, Bolton, Lancashire, BL4 0NS Unique reference number (URN): 105187

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. They have designed an ambitious, broad and balanced curriculum. Leaders have organised the knowledge that pupils will learn into a sensible order so that pupils build up their knowledge over time. Staff teach new vocabulary effectively across subjects. Reading is a priority. Pupils who struggle with reading receive effective support to help them to catch up.

p.2

Curriculum and teaching Expected standard

Leaders provide training that helps teachers to improve their practice. Teachers, typically, have a secure knowledge of the subjects and year groups that they teach. For example, teachers receive helpful training to improve their teaching of mathematics. They explain new ideas clearly. Teachers ask questions to help them check what pupils know. This often helps teachers to spot misunderstandings quickly. Teachers adapt their teaching to meet the needs of pupils with special educational needs and/or disabilities.

p.2

Curriculum and teaching Expected standard

Leaders have renewed their approach to teaching the skills that support high-quality writing. Teachers are now generally helping pupils to spell more accurately. They help younger pupils to write fluently. However, teachers do not consistently address errors in older pupils’ handwriting. Leaders are working to make sure that this improves across all year groups.

p.2

Early years Expected standard

Leaders have designed an ambitious early years curriculum. They have sequenced it with precision so that children build knowledge step by step. When children join the school in the Reception year, staff make careful checks to find out what children know and can do. This helps staff to plan activities that build on what children already know. Children quickly develop curiosity, enthusiasm and positive attitudes to learning.

p.2

Early years Expected standard

Staff prioritise reading from the start. Children learn the sounds that they need to read words accurately. They practise using books matched to the sounds they are learning. Children who fall behind receive timely support so that they can catch up quickly. As a result, most children read accurately and fluently by the time they leave Reception.

p.2

Early years Expected standard

Adults and children interact with warmth and purpose. Adults ask children thoughtful questions and listen carefully to their answers. This draws children into rich conversations. Adults model new words and use stories, songs and rhymes to help children develop their vocabulary. As a result, children develop confidence and fluency in their language throughout the day.

p.2

Early years Expected standard

Leaders work closely with parents and carers. This helps to make sure that learning continues beyond the school day. Adults identify the needs of children with special educational needs and/or disabilities promptly. Adults with relevant expertise make regular visits to support the early years team. Children have access to a stimulating and well- resourced learning environment. This gives them the chance to explore and discover independently.

p.2

Inclusion Expected standard

Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) quickly and accurately. This begins from the moment pupils start at the school. Leaders use a range of approaches to help them identify pupils’ emerging needs promptly. Pastoral workers check in with pupils each morning. This makes sure that any temporary difficulties that pupils may be facing can be ironed out quickly. Leaders maintain high expectations of pupils with SEND. Pupils follow the core curriculum alongside their peers. Teachers adapt activities and resources. This means pupils revisit and build on prior knowledge regularly.

p.3

Inclusion Expected standard

Leaders make thoughtful use of the additional funding to support disadvantaged pupils. Pastoral workers support pupils who are disadvantaged or known to social care. This is beginning to help them to attend school more often. Leaders have also provided training to help staff support pupils with SEND to understand and manage their feelings. This means pupils get the help they need to learn alongside their friends.

p.3

Inclusion Expected standard

Leaders check the progress of pupils with SEND and disadvantaged pupils carefully. This helps them to spot any pupils who are at risk of falling behind. Leaders work closely with families and with external agencies to make sure that pupils get the support they need. As a result, pupils with SEND and disadvantaged pupils make suitable progress from their starting points. They speak positively about the support they receive.

p.3

Leadership and governance Expected standard

Leaders have an accurate and shared view of the school’s strengths and areas for development. This has helped them to prioritise improvements to the curriculum and to teaching. These improvements are beginning to benefit pupils, including disadvantaged pupils. Leaders introduce new initiatives carefully. They consider the wellbeing and workload of staff when planning changes. This means staff are not overwhelmed when new approaches are introduced. Leaders provide purposeful, subject-specific training for staff. This helps teachers to improve their practice and deliver the curriculum well.

p.3

Leadership and governance Expected standard

Governors provide effective support and challenge to leaders. They have a clear understanding of the school’s context and priorities. Governors take their statutory responsibilities seriously. They track attendance, safeguarding and the achievement of disadvantaged pupils. This helps governors to check that leaders are doing what they should.

p.3

Leadership and governance Expected standard

Staff feel valued, listened to and supported. They are proud to work at the school. On the whole, parents and carers recognise and welcome the improvements that leaders have made. For example, parents appreciate the pastoral support that pupils receive.

p.3

Personal development and wellbeing Expected standard

Pupils show genuine respect for others and a deep curiosity about the world beyond their own experience. Visits to local places of worship help pupils to develop a thoughtful understanding of different faiths. As a result, pupils develop a deep respect for the beliefs of

p.3

Needs attention

others. Pupils appreciate the opportunity to take on leadership roles across the school, including as school councillors and playground leaders. This helps them to understand their responsibility to their community. Pupils learn about fundamental British values through the curriculum and through assemblies. They discuss democracy and the rule of law with confidence, drawing on examples from their own lives. This prepares them well for life beyond school.

p.4

Needs attention

Leaders have designed a coherent personal, social, health and economic education programme. They match it carefully to pupils’ experiences and their community context. Pupils learn how to avoid dangerous situations that they may face in their lives. This helps them to make safe choices in their community. Pupils develop detailed and applied knowledge of online safety. They benefit from relationships and health education that is suited to their age and stage. This complies with statutory guidance. Pupils who need additional support for their wellbeing receive it promptly. This helps pupils to feel settled and ready to learn.

p.4

Needs attention

Pupils enjoy singing in the school choir and representing the school in the football team. They also collect donations for the local homeless shelter. Leaders make sure that pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, take part in all that the school offers. Pupils share their ambitions for the future with confidence. Leaders plan transition to secondary school thoroughly and with purpose. These opportunities help pupils to develop the confidence that they need for life in modern Britain.

p.4

Achievement Needs attention

Some pupils are not as well prepared for their next stage of education as they could be. Results in national tests, over time, show that too few pupils reach the level expected for their age. This is the case in reading, writing and mathematics. Some disadvantaged pupils do not achieve as well as they could.

p.4

Achievement Needs attention

The changes that leaders have made to the curriculum are beginning to benefit pupils. Many pupils achieve well in the Year 4 multiplication tables check. Younger pupils are able to write fluently and spell correctly. Many pupils read accurately. Older pupils spell accurately. However, errors in some older pupils’ handwriting mean they cannot consistently show what they know in their writing.

p.4

Achievement Needs attention

Pupils develop knowledge well across subjects. Generally, pupils with special educational needs and/or disabilities and disadvantaged pupils make suitable progress from their starting points.

p.4

Attendance and behaviour Needs attention

Too many pupils do not attend school as regularly as they could. Leaders work closely with families. This helps leaders to understand the challenges that some families face. Leaders work with external professionals to design support for pupils who find it the hardest to attend. Some pupils who previously struggled to attend school regularly are now able to attend more often. However, leaders’ actions to improve attendance are at an early stage. Some pupils, particularly disadvantaged pupils and those with special educational needs and/or disabilities (SEND), miss out on important learning.

p.4

Attendance and behaviour Needs attention

Leaders have adopted clear and consistent expectations of pupils’ behaviour. Staff implement the school’s person-centred approach consistently. Pupils who need extra support with their behaviour receive it quickly. Staff help pupils with SEND to understand and meet the school’s expectations. Suspensions have reduced. This means that, generally, classrooms are calm and focused places to learn. Pupils are enthusiastic about their learning and proud to be members of their school. Bullying or any discriminatory behaviour is rare and not tolerated. When concerns arise, staff deal with them effectively.

p.5