|Name||Cherry Tree School|
|Ofsted Inspection Rating||Good|
|Inspection Date||19 June 2018|
|Address||All Saints Avenue, Margate, Kent, CT9 5QN|
|Number of Pupils||9 (66% boys 34% girls)|
|Percentage Free School Meals||0.0%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
Information about this school
Cherry Tree Education is an independent special school for pupils who have complex social, emotional and behavioural difficulties. The majority of pupils have suffered emotional trauma at some point in their lives. All pupils have a statement of special educational needs or an education, health and care plan. The proprietor is also the headteacher. The core aim of the proprietor is to provide pupils with a provision that meets the diverse, emotional and aesthetic needs of all pupils. The school caters for a maximum of 10 pupils aged 11 to 16 years. There are currently nine pupils on roll aged between 11 and 16 years. Almost all pupils are children looked after. The majority of staff joined the school shortly after it opened in October 2017. A management committee responsible for the governance of the school was recently formed in April 2018. Up until this time, the chair of the management committee was responsible for holding leaders to account for the school’s work. The school does not use alternative provision.
Summary of key findings for parents and pupils
This is a good school Since the school opened in October 2017, leaders have successfully established a provision that ensures all pupils have the opportunity to become successful learners. The headteacher, ably supported by the school’s operations manager, leads the school with an uncompromising commitment to ensuring that pupils are provided with a safe and nurturing environment in which they can flourish. As a result, all independent school standards are met. Leaders have carefully planned and developed an engaging and broad curriculum that meets the specific academic, social and emotional needs of all pupils. Behaviour in classrooms and around the school is impeccable. Pupils are well mannered and polite, and show respect for each other’s views and opinions. The quality of teaching and learning across the school is good. Teachers use their knowledge of pupils to plan activities that fill any gaps in pupils’ knowledge and understanding. However, the quality of teaching does not consistently mirror the best practice seen within the school. Pupils make good progress across the curriculum. They make rapid progress in mathematics, their social communication skills and their behaviour. However, scrutiny of pupils’ work indicates a more varied picture than the school’s assessment system suggests. Pupils enjoy school and attend regularly. Most pupils have not been absent from school since they joined. If a pupil fails to attend school, leaders ensure that they are safe. Leaders ensure that there are plentiful opportunities to promote pupils’ spiritual, moral, social and cultural development. As a result, pupils are well prepared for life in modern Britain. Those responsible for governance provide rigorous support and challenge to leaders. They have played a pivotal role in moving the school forward. The introduction of the school’s management committee aims to improve the rigour of governance arrangements further. However, this is yet to be fully established. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.