Cherry Tree Academy
Rebuilding routine: supporting EBSNA through inclusive online education
Cherry Tree Academy is a unique two-school Academy Trust comprising of an Infant Academy located on an RAF base and a Junior Academy situated in the village of Marham. The schools serve a large proportion of forces families with an increasing number of non-forces students enrolled due to a diverse catchment area.
With high levels of SEND (41% in the Junior Academy; 31% in the Infant Academy), the Trust is known for its inclusive approach.
This case study was undertaken in collaboration with Mrs Steward, the SENCO and Executive Vice Lead (SEND and Inclusion) at Cherry Tree Academy, who has dedicated the last 18 years to various classroom and senior leadership roles within the trust. Her extensive experience in SEND provision, alongside her leadership within the Academies, underpins her expert understanding of effective inclusion strategies and tailored educational support, but also when to look for alternatives when school-based strategies are unable to reach a student.
“We are very, very inclusive ."
“We have lots of little side spaces that children can learn in if they can’t learn in the full class…We’ve got a non-class based pastoral worker at both schools…we bring in expertise of people and help by using that a lot… We run attention autism, brick therapy, IDL…there’s a member of support staff in each class so there’s that opportunity to be able to stay with your peers.”
The challenge
Prior to engaging with Tute, Cherry Tree Academy explored a range of supportive measures for Alex, including part-time timetables, in-home learning, and targeted interventions. Despite these efforts, Alex's school attendance and engagement remained in decline, prompting the search for alternative provision that could meet his unique needs.
"It got to the point where even the
thought of leaving the house, he would physically throw up ."
Intent
What Alex needed from Tute
A stable, structured, and nurturing learning environment
that could be delivered consistently and remotely.
A child-centred and empathetic approach
even in the face of external pressures around attendance targets.
Family support that recognised the need for continuity and support
whilst a reintegration plan was developed and access to an alternative appropriate setting was awaited.
The solution
Lessons were delivered by Karla, a Tute Primary teacher, whose calm and structured approach provided the predictability Alex needed. Over time, he grew comfortable engaging in lessons- using the chat, interactive tools, and even his microphone occasionally.
Weekly welfare check-ins by the school, combined with close collaboration between Tute, home, and school staff, helped maintain momentum and adjust support as needed.
Parent voice
"Alex likes the options given to him in every session for how he would like to participate."
“He braved giving answers via microphone once but prefers to write answers in the chat box and he likes interacting on the screen with the onscreen pen.”
The impact
His 91% attendance rate with Tute is a significant achievement, reflecting his commitment to learning and the suitability of the online model for his needs. In lessons, his teacher routinely notes high levels of engagement and progress and Alex can see this alongside bespoke suggestions for progress at the end of each lesson.
Alex’s progress extended beyond academics. He began attending swimming lessons, joining school playtimes, and emailing staff about his Tute lessons- all are clear signs of his growing confidence. Mrs Steward credited Tute’s structure and routine for helping him re-enter social spaces that were once overwhelming.
“The ability for Alex to receive real-time feedback and engage with teachers online has been transformational ."
Mrs Steward noted that Tute’s structured sessions, delivered in a safe and familiar environment, allowed Alex to rebuild his confidence and re-engage with learning consistently for the first time since his disengagement.
Next steps
The next steps for Alex are focused on maintaining the momentum established through Tute’s provision and ensuring a smooth transition to a specialist setting.
Mrs Steward has confirmed that Alex is currently on the waiting list for a specialist school placement, with a decision expected in the coming months. In this context, Tute’s provision has played a crucial role in bridging the gap, ensuring that Alex has consistent access to education during this extended waiting period- an opportunity that many students in similar circumstances may not have.
Ongoing support will include regular welfare checks and a gradual increase in school visits to ease reintegration. This collective approach will allow for responsive adaptations to his learning plan, safeguarding his progress and emotional stability.
The continuation of enrichment activities, structured learning, and pastoral support is planned to ensure his skills and confidence are maintained. Cherry Tree Academy and Tute will work together to implement a graduated transition plan that allows Alex to build up his lessons if appropriate over time. This approach is intended to minimise anxiety and support his ongoing progress during the transition.
Parent voice
"Tute’s approach and way
of teaching is brilliant .
Alex has now gone from no education to 3 lessons a week in less than 4 months which is a huge achievement. "
