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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher
Mr Paul Appleton
Address
Lime Grove, Chaddesden, Derby, DE21 6WL
Phone Number
01332673520
Phase
Academy
Type
Academy converter
Age Range
3-11
Religious Character
Does not apply
Gender
Mixed
Number of Pupils
619
Local Authority
Derby
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is a good school The headteacher has developed a safe, warm and collaborative culture in this large and aspirational school.
The headteacher has built a strong leadership team, whose members all share a constructive and reflective approach to upholding the ethos of the school. Leaders have taken effective action to secure many improvements since the previous inspection. They demonstrate a strong capacity to continue to improve the school.
School improvement planning is clear and evaluated systematically. Leaders at all levels play an active part in helping to secure the appropriate improvements identified. Governors have a clear and accurate knowledge of ...the school.
They apply their skills usefully to hold school leaders to account. Pupils enjoy attending the school. They show very positive behaviour, in and out of lessons, and are committed to improving their work.
The school has a broad and balanced curriculum, promoting well pupils' personal development and welfare. Current assessment information indicates that most key stage 2 pupils are making much better progress than previously in reading, writing and mathematics. The early years provision is a strong feature of the school.
Children in the Nursery and Reception classes enjoy a stimulating and purposeful learning environment. Outcomes in key stage 1 in 2017 were at, or above, the national averages in all subjects. The proportion of pupils who reached the expected standard in the Year 1 phonics screening check was well above average.
The pupil premium funding is spent well. Disadvantaged pupils are progressing in line with their peers. Pupils who have special educational needs (SEN) and/or disabilities are supported well.
They generally make good progress from their individual starting points. The quality of teaching and learning is generally strong, although a few inconsistencies remain, particularly in the levels of challenge given to the most able pupils. Leaders are beginning to focus support where it is most needed to help improve weaker practice.
Outcomes need further improvement due to low key stage 2 results in 2016 and 2017. The reading progress score resulted in the school falling below floor standards in 2017. The school is taking effective action to improve these outcomes.
Information about this school
Cherry Tree Hill Primary School is considerably larger than the average-sized primary school. The school has gradually increased in numbers following the amalgamation of the previous infant and nursery schools. From the next academic year, there will be three classes in all year groups.
In addition, the school has its own nursery for children from three years of age. The majority of pupils are of White British heritage. However, the school has pupils who originate from 12 of the 17 ethnic groups.
The proportion of disadvantaged pupils is just below the national average. The proportion of pupils who have SEN and/or disabilities is above average. The school did not meet the government's current floor standards in 2017, which set the minimum expectations for pupils' attainment and progress at the end of Year 6.
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