Cherry Tree Primary School
Catchment Area, Reviews and Key Information

3 - 11
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
0300 123 4043

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics

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Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Berry Avenue
WD24 6ST

School Description

You have maintained the good quality of education in the school since the previous inspection. The school has now doubled in size to become a two-form-entry school of choice for parents and carers. Its motto ‘Learning Together, Learning for Life’ and its set of clear values boost pupils’ personal development and learning effectively. This monitoring visit confirms the positive views of many parents who think that their children make good progress at the school. Almost all parents who spoke to me, or responded to Ofsted’s online survey, Parent View, would recommend the school to others. Several parents said that they found the staff ‘amazing’. With the support of your leadership team, you are determined to ensure that pupils do their very best. You have high expectations of staff and pupils and, consequently, pupils make good progress. Your leadership is particularly effective in: ensuring equality of opportunity for all pupils regardless of their specific needs or backgrounds evaluating the quality of teaching accurately to make sure that learning is the best it can be helping families who are facing particular challenges in their lives, for example those who have recently moved to the area and those whose children find it hard to settle in class managing the school’s growth and building programme very efficiently in partnership with the local authority. With the high commitment of staff, you are maintaining the strengths of the school and addressing weaknesses promptly to make it an even better place where pupils want to learn. Further work is required to improve writing skills and to check that the most able disadvantaged pupils are achieving as highly as their peers. You are open to external reviews, work well with senior leaders and appreciate the commitment of governors, who use their expertise effectively to hold the school to account and plan for further improvement. In their responses to the online questionnaire almost all pupils said that they enjoy their learning and that staff are helpful and friendly. The Year 6 pupils are attentive and confident to move on to their new secondary school. I saw some good learning in all years because teachers make the lessons interesting and, as a result, pupils listen well and try their very best, for example in the early years foundation stage and in science, art and Spanish. Teaching assistants make sure that pupils with additional needs are well supported in their learning and personal development. Teachers apply the school’s assessment and marking policy consistently. There are good examples of pupils improving their work as a result. You analysed in detail why, in 2015, some pupils did not make the progress expected of them at key stage 2. You identified that pupils’ writing, particularly for disadvantaged boys, was not good enough. Writing is now a key priority of your development plan. You are developing a love of reading across all year groups and staff are carefully checking that their planning meets pupils’ needs and abilities. Current pupils are doing well against their starting points. With your experienced deputy headteacher, you are now developing the role of subject leaders to improve learning and assessment across subjects of the curriculum. It is too early to see the full impact of this work. You addressed the areas identified in need of further improvement at your previous inspection very well. Provision in the Nursery and Reception classes has been transformed. The whole area is an exciting and safe place where children quickly develop their social and physical skills. Over the past few years, the growth of the school has required sensitive handling. You have been instrumental in bringing families together so as to create a harmonious school community. Pupils have a good understanding of the many traditions, faiths and cultures of those who live in the local area. You are working relentlessly to improve attendance because it is currently below the national average. Your office staff check pupils’ absence and punctuality promptly. Persistent absence and lateness are reducing but, despite your efforts, more work is required to ensure that pupils’ learning is not affected. An increasing number of pupils have emotional needs. You are rightly deploying a senior member of staff to ensure that welfare and attendance issues affecting some pupils are addressed quickly.

Cherry Tree Primary School Parent Reviews

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