Heathfield Academy

Inspection of a school judged outstanding for overall effectiveness before September 2024: Heathfield Academy 7 Aberdeen Road, Croydon, Surrey CR0 1EQ

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Outcome

Heathfield Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Sarah Mackay. There is also an executive headteacher, Rachael Atkinson, who is responsible for this school and two others. This school is part of STEP Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Paul Glover, and overseen by a board of trustees, chaired by Ross Gardner.

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What is it like to attend this school?

Pupils thrive at this exceptional school. From the start of Reception onwards, they benefit from an excellent education. Relationships between staff and pupils are kind and caring. Pupils are confident that, if they have a worry or a concern, teachers will listen and help them. As a result, pupils feel happy and safe at school.

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What is it like to attend this school?

Pupils’ behaviour is impeccable. In class, pupils focus extremely well on their learning. They collaborate and cooperate with their peers. This starts in the early years, where children are taught to take turns and share.

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What is it like to attend this school?

The school has high academic ambition for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils are rightly proud to reach the school’s high expectations. End-of-year outcomes for Year 6 in the national tests in 2024 in reading, writing and mathematics were extremely high. Pupils are exceptionally well prepared for the next stage of their education.

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What is it like to attend this school?

Older pupils have many opportunities to take up positions of leadership and responsibility within the school. They can become house captains, members of the children’s parliament 1 and 2 July 2025

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or reading buddies. During their time at the school, pupils develop a deep understanding of human rights and British values. They are very well prepared for life in modern Britain.

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

The school has designed a broad, balanced and ambitious curriculum. The knowledge, skills and vocabulary that the school expects pupils to learn year-on-year are clearly identified. Children make a very strong start in early years. They are immersed in a ‘word rich’ environment, with many stimulating learning activities. Vocabulary development is also a priority in older years. For example, pupils are able to use words such as ‘perimeter’ in mathematics, ‘polytheism’ in religious education and ‘democracy’ in history with understanding and confidence.

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

Teachers have very strong subject knowledge. They explain new concepts with precision. They check pupils’ understanding carefully and correct any misconceptions quickly. Pupils have regular opportunities to integrate new knowledge into larger ideas. As a result, pupils build deep and connected knowledge. For example, in art, pupils in Year 5 discussed different artistic movements such as impressionism and surrealism. In English, pupils in Year 6 successfully analysed a writer’s use of figurative language features including metaphors, similes and personification.

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

The school has created a deep culture of reading. Highly effective phonics teaching enables younger pupils to read with confidence and fluency. Those pupils who have fallen behind receive the prompt support they need. They quickly gain the knowledge and skills required to become confident, fluent readers. Older pupils appreciate the high-quality texts that they read. These texts further develop pupils’ love of reading and curiosity for learning.

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

Pupils with SEND are exceptionally well supported. Dedicated and well-trained staff identify any needs swiftly. This ensures that appropriately tailored provision is put in place. Most pupils with SEND follow the same curriculum as their peers, thanks to this carefully adapted provision. In the Cherry Tree class, a small on-site provision for pupils with more significant needs, pupils receive specialist, bespoke learning support. This helps them to progress well through the curriculum.

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

Pupils are polite, helpful, and friendly. They work purposefully in the classroom. They know what is expected of them and rise to the school’s high standards. This starts in early years, where clear expectations and routines help children to settle in quickly. Pupils rarely miss a day of school. The school knows pupils and families well. It provides timely and effective support for them if their attendance at school begins to cause concern.

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

The wider personal development of pupils is a considerable strength of the school. The well-planned programme of personal, social and health education helps pupils to understand a wide range of important topics. These include mental health, financial literacy and social media. Through the discussion of philosophical questions, pupils develop their understanding of inclusivity, equality and diversity. 1 and 2 July 2025

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From the early years, pupils visit places and participate in workshops that enrich their understanding of the curriculum and broaden their horizons. For example, pupils in Year 5 take part in a project with local architects about the impact of climate change on the community. Pupils also benefit from a wide range of clubs on topics such as the environment, coding, chess and sewing. Disadvantaged pupils are fully included in this extensive provision.

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The school is led exceptionally well at all levels. Staff speak very highly of the support that they receive from school and trust leaders, both for their well-being and professional development. Governors and trustees are firmly committed to the school’s ongoing improvement. Parents are glowing in their praise of the school. One parent summed up the views of many when they described the school as ‘a magical place’.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be outstanding for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in May 2018.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection. 1 and 2 July 2025

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The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 1 and 2 July 2025

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School details

Headteacher Rachael Atkinson (executive headteacher) Sarah Mackay (headteacher) Website www.heathfieldacademy.org

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School details

Dates of previous inspection 24 and 25 May 2018, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the STEP Academy Trust.  The school does not currently use any alternative provision.  The school runs a breakfast and after-school club.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school. 1 and 2 July 2025

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 During the inspection, the inspector met with the executive headteacher, headteacher, members of the school senior leadership team, a selection of subject leaders, teachers and support staff.  The inspector also met with trust leaders, including the CEO and the executive director of primary, as well as those responsible for governance, including the vice chair of trustees and the chair of the academy committee.  The inspector visited a sample of lessons, spoke to some pupils about their learning, looked at samples of pupils’ work and met with some staff.  The inspector scrutinised a wide range of documents, including those related to pupils’ wider development, behaviour and attendance. The inspector also observed pupils’ behaviour in lessons, around school and during breaktime.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils, and considered

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector considered the views of parents submitted via Ofsted Parent View, including the free-text comments. The inspector reviewed the responses to Ofsted’s surveys for school staff and pupils.

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Inspection team

Christian Hicks, lead inspector His Majesty's Inspector 1 and 2 July 2025

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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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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