Alder Tree Primary Academy

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About Alder Tree Primary Academy

Name Alder Tree Primary Academy
Ofsted Inspections
Mrs Kate Burton
Address Potternewton Mount, Leeds, LS7 2DR
Phone Number 01132620021
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 317
Local Authority Leeds
Highlights from Latest Inspection

What is it like to attend this school?

Alder Tree Primary Academy has high aspirations for every pupil, including those with special educational needs and/or disabilities (SEND). The school values, 'believe, belong, become', shine through daily life in school.

They epitomise the school's determination that every pupil will reach their full potential.

The curriculum is wide and interesting, enriched with visits and experiences. These include visits to local museums and art galleries.

As a result, pupils are keen to learn and achieve well.

Pupils are happy and safe. They enjoy learning and playing together.

They trust the adults in school to look after them. The school's approach t...o managing behaviour is consistent and based on high expectations. Incidents of inappropriate behaviour or bullying have reduced considerably.

They are now infrequent and dealt with effectively when they do happen.

The school provides a range of extra-curricular activities for pupils to enjoy. These include dance, boys' and girls' football, baking, cheerleading and the 'Young Voices' choir.

The school values its strong links with the local community. Grandparents enjoy singing alongside pupils in the intergenerational choir. The school magazine, 'Alder Tree Times', is distributed throughout the local area.

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

The curriculum for every subject engages and interests pupils. They learn what it is to be a historian, an artist or a musician, for example, and the possible careers that each subject could lead to. Pupils recognise their own communities in the curriculum.

In history, some pupils have learned about the 'Windrush Generation'. They were inspired by the local speaker, who talked to them about her experiences.

Teachers receive expert guidance and coaching.

This helps them to plan lessons that build pupils' knowledge step by step. In many lessons, teachers check pupils' learning carefully. They provide immediate help where it is needed.

However, the curriculum is not implemented consistently well across all subjects and classes. In some subjects, such as history, pupils talk knowledgeably about their learning. In subjects that are less well embedded, such as art and design, pupils are less able to recall prior learning.

In mathematics, some pupils do not remember number facts correctly. This hinders their ability to solve mathematical calculations and problems.

Pupils enjoy reading.

Staff read to them every day. In the early years, children enjoy the repeated refrains and rhyming language in books by well-known authors. Some children made puppets to act out the story of 'The Gruffalo'.

The school has recently introduced a new phonics scheme to help more pupils get off to a secure start in reading. Staff deliver the phonics scheme with fidelity. Some pupils have additional phonic sessions every day.

This helps them to keep up.

The early years curriculum is ambitious and designed to prepare children well for learning in Year 1. Children have opportunities to explore and practise new learning in familiar contexts, such as the home corner.

Staff model play and set challenges for children. This helps them to develop positive attitudes to learning. For example, a group of children who had made a 'car wash' out of large wooden blocks were encouraged to listen carefully to each other.

Pupils with SEND achieve well from their individual starting points. Teachers receive detailed information about how to support each pupil effectively. The school works closely with external agencies to ensure that pupils' needs are met.

Pupils debate important issues with great maturity. They are encouraged to be proud of their own identities and cultures. They learn about the protected characteristics and show respect for others.

They are clear about how this links to the school values and rules. There is a range of opportunities for pupils to experience leadership. The timetable coaches and reading buddies help other pupils with their learning.

The anti-bullying ambassadors, the school council, the 'Alder Tree news crew', and the 'eco-power' group all have a positive impact on school life.

School leaders have brought about rapid and significant improvement. Pupils, parents and staff have remarked on the difference this work has made.

The school encourages families to be involved in their children's learning. For example, grandparents are welcomed into school to read to classes.

Staff appreciate the training they receive and the consideration leaders and the trust have for their well-being.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The implementation of the intended curriculum is not consistent across all subjects and classes. Leaders should continue to provide support and coaching for teachers to ensure that curriculum implementation is consistently effective.

• Teachers do not always pick up misconceptions in mathematics. This contributes to the acquisition of incorrect number facts for some pupils. Leaders should strengthen teachers' subject knowledge in mathematics so they can quickly correct misconceptions.

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