Heathlands Primary School

Heathlands Primary School

Address: Ransom Road, NG21 0DJ Unique reference number (URN): 148857

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils make secure progress through the curriculum from the early years to Year 6. Their work shows a development in their knowledge and skills across subjects and year groups. Older pupils demonstrate their depth of understanding when talking about their learning.

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Achievement Expected standard

Published outcomes demonstrate that pupils achieve close to others nationally. Where this is not the case for some pupils who have additional barriers to their learning, leaders’ actions are addressing the gaps in pupils’ knowledge. This work is ongoing.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities and those eligible for pupil premium access the full curriculum and receive targeted support. This helps them to secure the basic knowledge they need to succeed. Pupils are suitably prepared for their next steps in education.

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Achievement Expected standard

Leaders continue to focus on embedding the school's new approach to writing, particularly handwriting, to raise achievement further.

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Attendance and behaviour Expected standard

Leaders ensure that any barriers to attendance are addressed so that pupils benefit from being in school every day. Their work is starting to have a positive impact. Robust systems are in place to monitor attendance and identify concerns quickly. When attendance is low or persistent absence occurs, leaders act swiftly and work closely with families to provide support and guidance. Well-built relationships with parents and carers are central to this success. This approach has led to a reduction in the number of pupils who are persistently absent. Reducing this further for disadvantaged pupils and pupils with special educational needs and/or disabilities continues to be a priority.

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Attendance and behaviour Expected standard

Behaviour across the school is typically calm and respectful. Leaders have created a positive, values-based culture where pupils feel safe and cared for. Staff know the pupils well and apply behaviour policies consistently. Classrooms are purposeful. The vast majority of pupils show positive attitudes to their learning. There is no tolerance in the school for discrimination or harassment. Pupils understand the school's expectations and consequences clearly. Adaptations are made for pupils who require bespoke support to help them to meet the behaviour expectations successfully.

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Curriculum and teaching Expected standard

The school’s curriculum is carefully designed to build pupils’ knowledge and understanding across all subjects. For example, in mathematics, pupils develop secure skills in number. Teachers provide clear explanations and model strategies effectively. Pupils understand how their new learning builds on what they already know. With these basic skills secure, problem-solving in mathematics becomes accessible to all pupils. The school’s new approach to writing places a focus on building the essential foundations of communication, language, reading, spelling and handwriting. Lessons are generally delivered well. Leaders are aware where inconsistencies remain, particularly in the teaching of handwriting. They are taking steps to address these. Staff demonstrate secure subject knowledge in both mathematics and English.

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Curriculum and teaching Expected standard

Reading and phonics are a clear priority. Pupils read books matched to the sounds they know and successfully use strategies to read and spell unfamiliar words. The phonics programme is systematic and consistent. Targeted support helps every pupil become a fluent reader and writer.

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Curriculum and teaching Expected standard

Across the wider curriculum, teachers adapt their practice to meet the needs of individuals. They use a range of resources to support inclusion. Checks made on pupil’s learning are generally used effectively. However, at times, the feedback that pupils receive does not successfully address their misconceptions or clearly model expectations.

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Early years Expected standard

Children in the early years benefit from a warm, inclusive environment that helps them feel safe and ready to learn. Staff know the children well. They provide support tailored to children's needs. This includes children with additional barriers such as special educational needs and/or disabilities, those who speak English as an additional language and others who are identified as disadvantaged.

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Early years Expected standard

The curriculum is carefully designed to ensure that children make the right progress across all areas of learning. There is a keen focus on developing communication and language. Teachers model subject-specific vocabulary effectively during focused teaching, helping children develop their language skills. However, during times when children are exploring the learning environment or following their own interests, these high-quality interactions from staff do not always have the same positive impact.

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Early years Expected standard

Reading is a clear priority. Phonics teaching in the Reception Year is systematic and sequenced. This ensures that children secure early reading and writing skills.

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Early years Expected standard

Children enjoy playing with and speaking to one another. Daily routines are well established, ensuring that children develop their independence. This prepares them well for their transition into Year 1.

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Early years Expected standard

Leaders work closely with parents and carers to support learning at home. Initiatives such as ‘Stay and Play' help to build important partnerships from the outset.

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Inclusion Expected standard

The school ensures that every pupil gets the support they need to succeed. Staff know the pupils and their families well. They swiftly identify when a pupil may need additional support to access learning. Teachers regularly check what pupils know and remember. They use this information to carefully plan next steps. Consequently, pupils make secure progress from their starting points. Leaders work closely with families, professionals and outside agencies. This collaborative approach informs the support in place for pupils and raises their aspirations. Pupils with special educational needs and/or disabilities get the help they need. Leaders ensure there is a calm and adapted space for those with the most complex needs to learn. Teachers make changes to activities and provide different resources so that all pupils experience success.

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Inclusion Expected standard

Pupil premium funding is used well. Leaders ensure that teachers consider the needs of disadvantaged pupils and those known or previously known to social care. Staff benefit from regular training. Leaders acknowledge that the focus to support disadvantaged pupils could be more effective in some subjects.

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Inclusion Expected standard

Pupils with complex social, emotional and mental health needs receive tailored pastoral support. Staff recognise pupils’ feelings and support them to start to manage their own emotions.

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Leadership and governance Expected standard

Leaders have a clear and accurate understanding of the school’s strengths and areas for development. Leaders at all levels, as well as staff, know the school's priorities well. The school recognises that there is further work to do to address inconsistencies in the curriculum and teaching. Decisions are made in the best interests of pupils. This includes pupils who are disadvantaged, pupils with special educational needs and/or disabilities or those who face other barriers to their learning and wellbeing. Inclusive practices and targeted support are central to leaders’ work.

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Leadership and governance Expected standard

Governance is effective. Trustees and local governors meet their statutory duties. They provide leaders with effective support and challenge. Those responsible for governance understand the school’s context. They hold leaders to account for managing the school’s resources and ensure that any improvements made are sustained. Local governors and the trust work closely with leaders to secure positive outcomes for all pupils.

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Leadership and governance Expected standard

Professional learning is a clear priority for leaders. All staff access high-quality, evidence- informed training that builds their expertise. Collaboration across the trust enhances opportunities for training and ensures consistency in practice. Leaders manage staff's workload and wellbeing thoughtfully. They operate an open-door policy and offer practical support to equip staff to do their job well.

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Leadership and governance Expected standard

Parents and carers value the visibility of leaders and are positive about the communication they receive. Parents would highly recommend this school. The school reflects a collaborative culture of care and ambition.

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Personal development and wellbeing Expected standard

Pupils benefit from a rich and varied personal development programme that prepares them well for life in modern Britain. The relationships, sex and health education curriculum is well planned and sequenced. It ensures that pupils develop the knowledge and skills they will need for their future. Pupils learn about consent, different types of families and healthy relationships in an age-appropriate way. Pupils are taught to keep themselves safe, both in the community and online.

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Personal development and wellbeing Expected standard

Pupils understand and respect those with protected characteristics. They speak confidently about the meaning of school events such as ‘Wearing Red for Racism’ and ‘Odd Socks Day’. Pupils learn about other faiths and cultures. They can explain similarities between religions, such as Christianity and Islam. They understand the importance of respect, which they demonstrate in their day-to-day care of one another. Pupils explain how the school value of 'kindness' links to the fundamental British values. Pupils show a mature understanding of social and cultural equalities.

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Personal development and wellbeing Expected standard

Leaders plan curriculum enhancements and trips that build up pupils’ wider experiences. Pupils enjoy a wide range of leadership roles, such as classroom helpers, delivering fruit and milk for younger pupils or acting as house captains or sports leaders. Pupils are proud of these responsibilities. Pupils also enjoy a wide range of after-school activities, including choir and football. Leaders track how well different groups of pupils engage with these additional experiences. However, current systems do not yet consistently ensure that all disadvantaged pupils benefit fully from the full range of opportunities.

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Personal development and wellbeing Expected standard

The school provides strong pastoral support for pupils. Staff know the pupils well and act quickly to support those who require extra help for their wellbeing.

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What it's like to be a pupil at this school

Pupils enjoy all aspects of school life. They are happy and want to come to school. Attendance figures are improving. Pupils are proud of their school. They develop positive relationships with their peers as well as staff.

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What it's like to be a pupil at this school

The school's curriculum is ambitious. Teaching supports pupils to be well prepared for their next steps. By the end of Year 6, pupils achieve close to national expectations.

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What it's like to be a pupil at this school

Pupils show a determination to do their best. They live out the school's values. For example, during unstructured times, pupils are kind and show care for one another. Pupils say bullying is rare. If it does happen, it is dealt with quickly and effectively. Pupils recognise and celebrate positive behaviour among their peers. In lessons, they follow the school's high expectations for behaviour. They listen intently and work well independently or as part of a pair or group. Pupils show a commitment to their learning. Pupils with special educational needs and/or disabilities receive appropriate and timely support to help them learn alongside their peers.

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What it's like to be a pupil at this school

Pupils feel safe. They receive carefully tailored support for any worries or concerns. ‘Butterfly boxes’ help some pupils who feel less confident or face barriers to their learning to voice their concerns.

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What it's like to be a pupil at this school

Children develop a sense of belonging from the early years. The provision is nurturing and provides the youngest children with a smooth transition from home. As pupils move through the year groups, they enjoy being an active part of their school and local community. For example, reading leaders support their younger peers with reading. The school choir performs at the local residential care home. Pupils learn important character traits to ensure they are well prepared for life in modern Britain.

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Next steps

• In the early years, leaders should ensure the consistent use of high-quality interactions from staff to extend children’s vocabulary and deepen their understanding of important knowledge as they play. • Leaders should ensure that all staff implement the new approaches to the teaching of writing consistently and effectively, with a particular focus on developing handwriting and transcription skills. • Leaders should ensure that the checks made on pupils' learning are used by staff to improve and address any misconceptions pupils have.

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Team inspectors:

Kirsty Norbury, His Majesty's Inspector Donna Chambers, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

This school is part of East Midlands Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Lisa Walton, and overseen by a board of trustees, chaired by Anne Witheford.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors held meetings with the executive headteacher, senior and middle leaders, trustees and local governors, including the chair of the trust and the chair of the local governing body.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no providers of alternative provision.

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About this inspection

Executive headteacher: Mr Shaun Walker The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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