Treetops Free School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils' broad smiles show how much they enjoy attending Treetops Free School. A nurturing and caring community helps them to settle and be safe.

Adults know pupils well. They place no ceiling on what pupils could achieve or do. Patient and understanding support meets the wide range of pupils' needs.

This means pupils are happy and achieve well during their time here.

Purpose and calm pervade throughout the school. Adults ensure pupils know and understand how to work and play together.

In class and on the playground, pupils demonstrate high levels of respect and kindness to one another. They learn to communicate how they feel, including those with com...plex needs. Where pupils have difficulties with their emotions, adults manage these times extremely effectively.

Pupils behave very well.

Pupils' development of independence is a priority for the school's curriculum. High expectations lead to wide-ranging opportunities to help build pupils' confidence and resilience.

Pupils show this through their learning and participation in community events. They are particularly proud of their singing and plays performed for different audiences.

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

The school has a well-thought-out curriculum to meet the needs of pupils.

Pupils follow different pathways for their specific needs. For example, a pre-formal pathway supports communication and interaction for non-verbal pupils. Other pathways provide an adapted version of the national curriculum.

Pupils' needs are met well through the pathways they follow.

Each curriculum pathway is carefully sequenced. For those pupils on semi-formal and formal pathways, the curriculum provides opportunity to study a range of subjects.

Pupils' starting points are carefully assessed and appropriate adaptations made to help build their knowledge step by step. Frequent revisiting of concepts secures what pupils need to know. The school links pupils' learning to real life experiences to deepen their understanding.

However, in a few subjects, the steps that link to these activities are not precise enough. This means some activities do not help pupils to fully secure all the things they need to know.

Pre-formal pupils benefit from a well-designed communication curriculum.

Staff tailor learning according to pupils' individual needs. Planned activities use various methods of communication such as visuals or signing effectively. For example, pupils make use of sensory experiences to communicate their wishes and requests.

Other pupils learn to read using the school's approaches for teaching phonics. These pupils build their phonic knowledge and reading skills successfully.

Pupils' attitudes to learning are exemplary.

They are keen to do well. The work in pupils' books reflects the pride they have in their achievements. The school has clear approaches to ensure they attend well.

Any concerns are quickly identified, and support provided. Where this has been the case, pupils are now attending more frequently.

Pupils' personal development is a high priority.

Wider opportunities and experiences contribute well to building their confidence and self-esteem. For example, pupils go on trips into the local community, make residential visits, and participate in award schemes. They learn extensively about healthy relationships through the personal, social.

health and economic (PSHE) education curriculum. Pupils find out how to be good citizens. They fundraise for local charities and care for the school environment.

Pupils receive helpful support and guidance about the workplace. From early on they find out about 'important people that help us.' 'Work encounters' bring older pupils into contact with employers and different job roles.

Pupils study for entry level and vocational qualifications to prepare them well for their future steps.

The trust has ensured experienced leaders have supported the school from the time it opened. High-quality training has provided staff with the expertise to support pupils with special educational needs and/disabilities (SEND).

Staff appreciate this help they have received. It has helped to establish a 'team approach' across the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few areas of learning, curriculum plans are not precise enough about how pupils build their knowledge as small steps. When this is the case, pupils do not make the progress they are capable of. Leaders should ensure plans include all the information teachers require so that they use the programmes effectively to plan pupils' learning well.

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