Pear Tree Primary School

Pear Tree Primary School

Address: Pear Tree Field, Stapeley, NANTWICH, Cheshire, CW5 7GZ Unique reference number (URN): 140740

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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.

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How we evaluate safeguarding

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

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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.

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Early years Strong standard

Leaders prioritise the early years. They have developed a curriculum that is well structured and clearly sequenced. Staff teach the curriculum well. Leaders continually refine the provision to ensure that children’s learning and development needs are met.

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Early years Strong standard

Children in Reception Year make a positive and successful start to their education. Staff work quickly to get to know each child well. Children are welcomed warmly each day and settle quickly into familiar routines. Caring and consistent support helps children feel safe, behave well and make good progress across the areas of learning.

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Early years Strong standard

Leaders and staff identify children who may face barriers to their learning or wellbeing. They check that children are making progress and provide extra help when necessary.

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Early years Strong standard

Early reading, writing and number skills are taught daily. Children have the opportunity to apply this knowledge through their learning and play. Staff have the expertise to carefully check children's learning and adapt support where needed. Their high-quality interactions help children to build their knowledge and vocabulary. Across the different areas of learning, children learn and practise important knowledge and skills that prepare them well for future learning. Children gain the knowledge and skills needed to move successfully into Year 1.

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Achievement Expected standard

Overall, pupils achieve well and develop the knowledge and skills that they need for the next stage of their education. This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND), who make positive progress from their starting points. Disadvantaged pupils generally achieve higher than their peers nationally. The proportion of pupils meeting the expected standard in reading, writing and mathematics is above national figures. However, a small number of pupils do not consistently achieve as highly as they could in the curriculum.

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Achievement Expected standard

Pupils, including those who are disadvantaged and those with SEND, secure the important knowledge they need in reading, writing and mathematics. They build on the secure foundations that they develop in early years as they progress through the school. Over time, pupils become fluent readers and confident speakers. They develop their knowledge of subjects across the wider curriculum and produce high-quality work.

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Attendance and behaviour Expected standard

Pupils, including those who are disadvantaged or have special educational needs and/or disabilities, attend school regularly. Levels of persistent absence are consistently below national levels. Leaders prioritise pupils’ attendance. They have set clear expectations, which they communicate regularly to parents and pupils. Leaders carefully check attendance information and act quickly when patterns of absence emerge. They intervene early when concerns emerge and work closely with parents and carers to maintain regular attendance. Leaders work closely with external agencies to support pupils and families with attendance.

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Attendance and behaviour Expected standard

Pupils generally behave well. Leaders and staff set high expectations for behaviour. They build respectful, caring relationships with pupils. This helps pupils to feel safe and develop a secure sense of belonging. Pupils show positive learning behaviours. They listen carefully and take an active part in discussions and activities in lessons. Well-trained staff skilfully support pupils who need extra help to manage their emotions and behaviour. Older pupils act as positive role models to their younger peers. They show respect to adults and other pupils. Unkind behaviours are not tolerated. Bullying rarely happens. When it does occur, adults deal with any concerns quickly.

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Curriculum and teaching Expected standard

Leaders understand the strengths of the curriculum and have identified priorities for further improvement. They have reviewed the curriculum and made changes to identify the important knowledge that pupils should learn. This helps pupils to build and deepen their knowledge over time. The new curriculum helps pupils to connect their learning.

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Curriculum and teaching Expected standard

Pupils learn the basic skills that they need in reading, writing and mathematics. This helps them to access other subjects. The curriculum is generally taught well. Teachers explain new learning clearly and give pupils opportunities to practise and apply what they have learned. Leaders ensure that teachers are aware of pupils who need extra support. Appropriate adaptations are made to help these pupils to access the curriculum. However, teachers do not consistently check pupils' understanding closely enough to identify and address gaps in knowledge. As a result, some misconceptions remain unresolved.

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Curriculum and teaching Expected standard

Reading is prioritised across the school. Younger pupils benefit from regular story times and learn to read with increasing confidence through well-structured phonics lessons. Older pupils read with fluency and demonstrate maturity when discussing books they have read.

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Inclusion Expected standard

Leaders and staff have a secure understanding of the needs of pupils with special educational needs and/or disabilities (SEND) and those known, or previously known, to social care. Leaders ensure that staff are trained well and have the expertise needed to identify and assess these pupils' needs accurately. Pupils who need extra help receive targeted interventions to reduce barriers to their learning and wellbeing. Some pupils with SEND need a high level of support to fully access the curriculum and wider opportunities in school. Staff understand these needs and provide effective support for pupils to fully engage in school life. In contrast, leaders’ understanding of the specific needs of, and barriers faced by, disadvantaged pupils is less well developed.

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Inclusion Expected standard

Leaders check on the progress pupils make. When needed, leaders get advice from external professionals to help tailor support for some pupils. They use extra funding to help reduce pupils’ barriers to learning and wellbeing. Leaders continue to develop their approaches to evaluating the impact of these interventions. They are committed to ensuring that the environment enables pupils to thrive. They adapt the school building to meet the needs of individual pupils and groups.

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Leadership and governance Expected standard

Recent changes in leadership have had a positive impact on the school. Leaders have worked closely with the trust and governors to strengthen several aspects of the school's work. For example, they have introduced a new approach to the teaching of writing to help pupils develop their writing knowledge and skills over time. Leaders have a secure understanding of the school's strengths and the areas that need further improvement. This enables them to identify priorities that are closely matched to the needs of the school community. Leaders check how well their actions are working and make further changes when needed. They remain ambitious and are continuing to improve the quality of education and care that pupils receive. Staff, pupils and parents and carers speak positively about the recent changes to the school.

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Leadership and governance Expected standard

Leaders carefully plan professional development that helps staff to continually develop their expertise.

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Leadership and governance Expected standard

Governors and trust staff provide effective support and challenge while fulfilling their statutory responsibilities. They hold leaders to account for the quality of education and care provided for pupils.

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Leadership and governance Expected standard

Leaders think carefully about staff wellbeing and workload when making changes. Staff say they feel supported and positive about their roles. This contributes to a calm and purposeful environment for pupils and staff.

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Personal development and wellbeing Expected standard

Pupils at Pear Tree benefit from a wide range of opportunities that support their personal development. Leaders have developed a well-planned curriculum. Pupils learn about important topics such as staying healthy, friendships and growing up. They can talk about these with confidence. Pupils who are disadvantaged or have special educational needs and/or disabilities (SEND) access this curriculum fully. Pupils develop an understanding of equality and fundamental British values and can explain how these are reflected in school life. For example, they recognise the importance of democracy through voting for pupil leadership positions. The curriculum is enriched through a range of experiences, such as residential trips, theatre outings and singing festivals. These support pupils’ social development and broaden their horizons. These opportunities prepare pupils well for life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils embrace opportunities to develop their talents and interests. All pupils receive violin and brass tuition during their time in school. Many pupils continue this interest by playing in the Pear Tree Parpers. Pupils develop an interest in sport through a range of extra-curricular clubs and competitions, including dodgeball and football.

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Personal development and wellbeing Expected standard

Pupils are taught how to identify and manage their emotions. Relationships between pupils and staff are warm and respectful. This helps to make sure that all pupils are well cared for, including pupils with SEND. Pupils develop an understanding of the different beliefs, faiths and values that shape the world around them and show respect for those with views and experiences different from their own.

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Personal development and wellbeing Expected standard

Pupils develop a sense of responsibility and self-confidence through a range of leadership opportunities. They represent their classes in the school council. Safeguarding ambassadors help to promote a culture of safety across the school by sharing important messages, including how to stay safe on the roads. Pupils learn how to stay safe online and can confidently explain how they would respond to situations that make them feel uncomfortable or worried.

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What it's like to be a pupil at this school

Pupils thrive at Pear Tree Primary School. They are cared for well and encouraged to achieve their best. Pupils benefit from leaders' raised ambitions and expectations. They develop secure knowledge and understanding through a revised curriculum that helps them to learn and remember more.

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What it's like to be a pupil at this school

Pupils arrive each morning to a warm welcome and settle quickly into the school day. They belong to a caring school community that they describe as ‘like a family’. Positive relationships and the school's values shape daily life. As a result, pupils feel safe, happy and valued. They enjoy school and attend regularly.

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What it's like to be a pupil at this school

Pupils learn in purposeful classrooms and settle quickly to their work. They show positive attitudes to their learning. Those with barriers to learning, including pupils with special educational needs and/or disabilities, receive the help that they need to access the curriculum alongside their peers.

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What it's like to be a pupil at this school

Pupils are polite, caring and respectful. They move calmly around the school and respond well to adults. At social times, they play together harmoniously and look after one another. Older pupils help younger pupils to join in confidently through their roles as play leaders. Pupils know that adults listen to them and support them when needed. They are confident to share any worries they may have, including about bullying. Pupils trust adults to respond quickly and help them resolve any concerns.

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What it's like to be a pupil at this school

Pupils are proud to be part of their 'River Families'. They enjoy earning points by demonstrating the school's values, showing positive behaviour and taking part in sporting events and other activities. Pupils also complete curriculum pledges, perform Shakespeare at the theatre and take part in the trust’s public speaking competition. These experiences help them to develop confidence and broaden their horizons and prepare them well for the future.

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Next steps

Leaders should ensure that teachers use checks on pupils’ knowledge and understanding consistently well to identify and address misconceptions promptly so that all pupils build secure knowledge and achieve as highly as they can across the curriculum.

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Lead inspector:

Jonny Foster-Carr, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 9 September 2026

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School and pupil context

Leaders should ensure that teaching enables pupils to consistently build and deepen their knowledge so that more pupils achieve the highest standards across the curriculum. Leaders should ensure that the specific barriers to learning and wellbeing faced by pupils who are eligible for the pupil premium are clearly identified and that the actions to address these are are implemented consistently and evaluated effectively.

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About this inspection

This school is part of The Cornovii Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Richard Middlebrook, and overseen by a board of trustees, chaired by Janet Furber.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

The inspection took place on 9 and 10 September 2026.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, leaders and staff during the inspection. The lead inspector also spoke with representatives of the trust, local governors and the local authority.

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About this inspection

The school currently uses no alternative provision.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support. National average: 4.1%

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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national average

2023/24 (final) 59% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 75% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 78% 72% Close to average

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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 78% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 33% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 67% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 67% 59% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2023/24 (3 term) 5.1% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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