Heycroft Primary School

Heycroft Primary School Benvenue Avenue, Eastwood, Leigh-on-Sea, SS9 5SJ

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Overall effectiveness

Previous inspection: Satisfactory 3 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Good 2

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Summary of key findings for parents and pupils

This is a good school.  Teachers know their pupils well and teaching is consistently good or better. Teachers help pupils to think for themselves, so that they make good progress.  Pupils have good attitudes to their work and enjoy the activities that teachers prepare for them.  Despite a dip in attainment in 2012, standards have improved strongly and pupils make good progress.  Around the school, pupils are polite to one another, and to teachers and other adults.  Additional government support (the pupil premium) is well used to help eligible pupils to make good progress.  Pupils take part in a key skills lesson each morning to make sure that their literacy and mathematical skills are good. They apply their skills well in other lessons.  Pupils are proud of the opportunities they have to take responsibility, and contribute well to the progress of the school.  Parents greatly appreciate what the school does for their children, and especially in

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Summary of key findings for parents and pupils

helping them to grow into confident young people who relate well to others.  Governors understand the work of the school first hand, and support the headteacher and senior staff well. The school is well led and managed.

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It is not yet an outstanding school because

 Teachers do not always give the most able pupils work that is sufficiently challenging for them, to help them to progress as well as they could.  Teachers do not always give pupils enough opportunity to respond to their comments to help them to improve after marking their work.

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Information about this inspection

 Inspectors observed a total of 24 lessons, and all teachers who were available during the inspection were seen. Five observations were conducted as joint observations with senior members of staff. Inspectors also saw several smaller groups where pupils were either being supported or learning the key skills in reading and mathematics.  Inspectors looked at data on pupils’ progress up to the summer of 2012, and the school’s own data moderated against national standards, for 2012-13. They made comparisons with national data, looked at progress in pupils’ books, and talked to pupils about their progress.  Inspectors held discussions with the Chair of Governors, the headteacher and senior leaders, and local authority representatives. They also spoke with subject coordinators, and those responsible for pupils’ welfare.  Inspectors talked to pupils about their work in lessons, and with members of the student council.

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Information about this inspection

 Inspectors spoke with parents when they brought their children to school, and took account of the 132 responses to the online questionnaire, Parent View, and staff questionnaires.  Inspectors looked at information provided by the school, including its self-evaluation and policy documentation, minutes of meetings, records of behaviour and attendance, and data relating to safeguarding.

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Inspection team

David Lewis, Lead inspector Additional Inspector Philip Scull Additional Inspector Christine Newell Additional Inspector

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Information about this school

 This is a larger-than-average sized school. There are more boys than girls in most classes, and sometimes nearly twice as many. Almost all the pupils are White British and very few speak English as an additional language.  The proportion of pupils known to be eligible for free school meals is below average.  The proportion of disabled pupils and those with special educational needs supported through school action is below average, and the proportion who are supported at school action plus or with a statement of special educational needs is also below average.  There is a very small number of pupils looked after by the local authority, and about one pupil in twelve, who is in danger of not doing well, receive additional support funded by the pupil premium. This is additional government funding for students known to be eligible for free school meals, those in local authority care and those with a parent in the armed services.

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Information about this school

 The school meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress.

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What does the school need to do to improve further?

 Increase the proportion of outstanding teaching by:  developing teachers’ use of feedback so that pupils know what the next steps in their learning will be, and allowing them more time to respond to teachers’ comments  designing tasks that are more challenging for the most able pupils, so that they learn to think for themselves more effectively and make even better progress.

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The achievement of pupils is good

 About four in every five pupils enters the school with attainment that is broadly as expected for their age. By the time they enter the Year 1 class, the proportion whose attainment is as expected has increased. Not only is this good progress, but the trend in the number of pupils reaching the attainment expected for their age has been increasing steadily over the last three years, and their writing and number skills are above average.

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The achievement of pupils is good

 Pupils in Key Stage 1 continue to make good progress. Their attainment is above average in reading and mathematics, and significantly above average in writing. The school tracks the progress of its pupils well, and moderates the outcomes well against other schools, and against national standards. Up to date tracking data show that results in 2013 are on track to show improvements over 2012 with both mathematics and writing skills above average.

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The achievement of pupils is good

 By the end of Year 6 in 2012, the number of pupils gaining Level 4 in English and mathematics was just above average with a cohort in which nearly a quarter had special educational needs. The number reaching Level 5 for this group was below average.

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The achievement of pupils is good

 This issue has been robustly addressed by the school, and results of assessments linked to national standards for the current Year 6 indicate that the proportion of pupils reaching Level 5 or above in 2013 will almost double, and will no longer be below average.

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The achievement of pupils is good

 Evidence from lesson observations and from a scrutiny of books across all year groups, shows that pupils in Years 5 and 6 are already working at levels well above those indicated by data from 2012 and both attainment and progress are strongly improving. Even the lower attaining pupils in Year 6 are now enthusiastic readers, for example, and in discussion were able to show good understanding of what they have read, and to identify their favourite authors.

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The achievement of pupils is good

 In discussion with parents when they brought their children to school, there was a consistent view that the attainment of pupils has improved considerably over the last few years, and that parents are satisfied that their children are well supported.

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The achievement of pupils is good

 Those pupils eligible for support through the pupil premium were typically working about four to six months behind their peers at the start of the academic year. The support provided is making a good contribution to their progress, however, and the gap is now narrowing, as they progress more rapidly than their peers.

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The quality of teaching is good

 Teaching is almost always good or better with about a quarter of lessons judged to be outstanding. Teachers’ subject knowledge is secure, and they know how to communicate well with children so that they learn well. Teachers constantly check their pupils’ progress.

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The quality of teaching is good

 In the best teaching, pupils work together in groups to share ideas when solving problems, and in doing so gain in independence and provide support for one another. For example, in an excellent Year 6 lesson, a group of able pupils worked with the company reports of football clubs to decide which they should invest in, while the rest of the class worked on a market research activity, gathering and analysing information.

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The quality of teaching is good

 In a good lesson in the Reception class, pupils chose their own learning activities. They engaged in role play, for example, working together to develop their ability to communicate with one another effectively, to write lists, and take telephone messages. They were able to link letters of the alphabet to the corresponding sounds, developed their vocabulary, and were able to blend sounds for reading and writing.

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The quality of teaching is good

 The school focuses on the key skills of literacy and numeracy each morning, with pupils working in small groups, each with adult support. They learn well, and enjoy their achievement.

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The quality of teaching is good

 The school makes use of visiting teachers to provide pupils with additional spiritual and cultural experiences. In a Year 3 workshop leading up to a local art exhibition, for example, they produced some beautiful work by printing on muslin. Spiritual development was seen in a religious education lesson with Year 3, who reflected on the place of prayer in different religions.

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The quality of teaching is good

 Teachers mark pupils’ work regularly, and nearly always add comments to help pupils to improve. However, these comments do not always tell pupils how to follow them up. Discussion with pupils suggests that they often have limited opportunities to act upon them.

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The quality of teaching is good

 Assessments are used well to identify where pupils are in danger of falling behind, and to allocate additional support to them. Learning in these groups is consistently good, and enables pupils in them to make progress that is often better than that of their classmates.

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The behaviour and safety of pupils are good

 Pupils’ attitudes to learning are positive, both in lessons and around the school. In situations when they are responsible for their own behaviour, such as when moving between areas of the school, they move quietly, and are sensitive to the needs of others.

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The behaviour and safety of pupils are good

 They look after one another well, and pupils who are new to the school are well looked after. In good weather, pupils sit in the playground chatting amicably to their classmates while they have their lunch. Some pupils are proud to take on the responsibility of being playground buddies.

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The behaviour and safety of pupils are good

 In lessons, pupils are keen to learn, and their behaviour is appropriate for their age. They are attentive, and contribute well in discussions. They behave well in assembly.

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The behaviour and safety of pupils are good

 Pupils say that poor behaviour very occasionally prevents them learning as well as they could, but that teachers quickly intervene when necessary. They behave just as well with support staff and supply teachers as they do with their class teachers.

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The behaviour and safety of pupils are good

 In discussion, pupils showed a maturity beyond their age, and showed an excellent respect for others and the conventions of civilised behaviour. As one pupil said, in a lesson to design a mathematics challenge: ‘That could not happen, because it would be cheating’.

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The behaviour and safety of pupils are good

 The school is passionate about the need to keep its pupils safe. Pupils are very aware of this concern for their well-being, and greatly appreciate the way the school helps them to identify potentially unsafe situations.

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The behaviour and safety of pupils are good

 Pupils are very tolerant of the views of others, and bullying is extremely rare and effectively dealt with. Pupils are aware of the needs of others, and contribute to the school’s procedures as members of the behaviour and safety sub-committee of the student council. The school does not tolerate inappropriate language of any kind.

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The behaviour and safety of pupils are good

 Parent View, shows that the great majority of parents believe that their children are happy and feel safe at the school. No parents disagreed that the school makes sure that its pupils are well behaved, and 98 per cent would recommend the school to other parents.

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The behaviour and safety of pupils are good

 The school has good procedures to encourage good attendance, which has improved consistently, and is now above average. The number of pupils who are persistently absent is close to the national average. There have been no exclusions in the past year.

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The leadership and management are good

 Discussion with parents when they bring their children to school shows that nearly all agree that the school is well led and managed. This is confirmed by Parent View in which 97 per cent of parents agree or strongly agree the leadership and management are good.

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The leadership and management are good

 Governors, the headteacher and senior staff have a highly professional approach to the management of the school in which the welfare of pupils is paramount. Evaluation of pupils’ progress is outstanding, and the schools overall self evaluation is rigorous and comprehensive.

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The leadership and management are good

 Monitoring of teaching is regular, and teachers are held to account for the progress of their pupils, including those with disabilities or special educational needs. Pupils and their parents are very satisfied with the education provided by the school.

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The leadership and management are good

 In this highly professional environment, pupils, parents and staff are highly committed to the vision and ambition of leaders, managers and governors. In particular, the school manages its links with parents well.

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The leadership and management are good

 The curriculum caters for the needs of all pupils, including those who have disabilities or special educational needs, and is effectively planned and taught. However, just occasionally the challenge for the most able does not enable them to progress as much as they could.

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The leadership and management are good

 A wide range of extra curricular activities, including residential visits to London and abroad, enhances pupils’ social, moral, spiritual and cultural experiences; and helps to prepare pupils for life in modern democratic Britain, and the global society.

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The leadership and management are good

 The school’s drive for improvement has led to good progress over the last three years, especially for pupils with special educational needs, and those eligible for support through the pupil premium. The school is well placed to bring about further improvement.

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The leadership and management are good

 The governance of the school:  The governing body is fully committed to the school’s vision for its pupils’ success, and governors understand their role in holding the school to account. They understand their responsibilities and have received training in the use of data. They work closely with senior staff and other leaders and managers to ensure that they have first hand knowledge of the school’s work. They ensure that the headteacher and his staff are held to account for the success of the school, and make sure that performance management is managed effectively. Performance management of staff is linked to pupils’ progress and reflected in their remuneration. The school’s finances are managed effectively, including pupil premium funding. All statutory requirements for child protection and safeguarding of pupils are met.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 114789 Local authority Southend-on-Sea Inspection number 401464

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School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

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School details

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 415 Appropriate authority The governing body Chair Kevin Malone Headteacher Andrew Palmer Date of previous school inspection 21–22 June 2010 Telephone number 01702 521832 Fax number 01702 421528 Email address office@heycroft.southend.sch.uk guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work- based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please

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School details

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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