Schools & FE · Report card

Heath Hayes Primary Academy

Inspected 18 Nov 2025 · URN 140490

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Summary

No overall grade in this frameworkSafeguarding met

Heather Simpson (lead), Keri Baylis, Victoria Jordan

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
18 Nov 2025
Inspectors verified
Heather Simpson, Keri Baylis, Victoria Jordan
Postcode verified
WS12 2EP
Name on report verified
Heath Hayes Primary Academy
Safeguarding verified
Met
URN verified
140490

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+73Very positivemore positive than 50% of reports of this type

In line with other reports of this type.

Praisethrivepositivehigh expectationsvery wellhighly effectiveeffectivehigh-qualitystrengths

Criticismconcernsstrugglefalls behindpersistent absencelowersuspensions

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1508w+74
Leadership195w+87
Safeguarding51w−11
What needs to improve54w−33

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,806; about usual (typical 1698)
Reading level: Hard; Flesch 38, typical 43
Average sentence: 15 words
Next steps: 2; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 51%Leadership 7%Safeguarding 2%What needs to improve 2%About the inspection 39%

Full report text

Heath Hayes Primary Academy

Address: Wimblebury Road, Heath Hayes, Cannock, Staffordshire, WS12 2EP Unique reference number (URN): 140490

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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.

p.1

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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Inclusion Strong standard

Inclusion is at the heart of the school’s work. Leaders are committed to creating an environment where every pupil, especially the most vulnerable, feels valued and supported to succeed. Leaders address barriers to learning through the use of tailored strategies, reasonable adjustments and a 'whatever it takes' approach. They carefully track pupils' progress and the impact of the support in place. Leaders make adjustments when needed to help pupils with special educational needs and/or disabilities to flourish. All of this is underpinned by high expectations and very positive relationships.

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Inclusion Strong standard

The school has highly effective systems to identify pupils’ needs early, using information from parents and assessments to create personalised plans. Leaders review these plans regularly to ensure that they remain effective. Staff provide targeted support during lessons so pupils can access and complete tasks successfully. Appropriate adaptations and resources help pupils to concentrate on their work and regulate their emotions.

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Inclusion Strong standard

Leaders invest in high-quality training for staff and work closely with parents and external specialists to meet complex needs. They use funding wisely to ensure that vulnerable pupils are fully included in school life and achieve alongside their peers. This commitment ensures that every child can thrive academically and socially.

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Personal development and wellbeing Strong standard

Leaders place a significant emphasis on pupils’ personal development and overall wellbeing, ensuring that every child is prepared for life beyond school. The programme is broad and progressive, revisiting key themes, including personal safety, healthy relationships, mental and physical health, online awareness and inclusivity. Pupils can explain how inappropriate content is managed and how to protect personal information. The school teaches these themes in age-appropriate ways so that pupils develop a detailed understanding of how to keep themselves safe and make positive choices.

p.2

Personal development and wellbeing Strong standard

The personal, social, health and economic education curriculum and religious education help pupils understand fundamental British values, respect for others and the importance of equality and diversity. Pupils learn about protected characteristics and demonstrate inclusive attitudes, accepting and valuing differences in others. The school promotes equality through opportunities including football, where girls and boys compete together. All this prepares them very well for future life.

p.2

Personal development and wellbeing Strong standard

Pupils' opportunities for leadership are plentiful. Pupils take on roles such as school councillors, eco-warriors and attendance heroes. These help them develop confidence and responsibility. Learning is enriched through trips, themed days and visits from external speakers, alongside a wide range of extra-curricular clubs. Leaders ensure equal access for all pupils, including those who are disadvantaged, by tracking participation of all pupils. They target and fund provision for these pupils.

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Personal development and wellbeing Strong standard

Pastoral care is a strength of the school. The school takes action to ensure that pupils feel valued and heard. The 'Rainbow Room' offers a safe space for pupils to regulate emotions

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Expected standard

and reinforce safeguarding messages, for example the NSPCC 'PANTS' programme and Childline. Pupils speak confidently about healthy relationships and diversity. They feel proud of their school, value the opportunities available and know that their views are heard. This comprehensive approach ensures that pupils leave school as resilient, respectful and active citizens, ready to contribute positively to society.

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Achievement Expected standard

Pupils achieve well across all subjects and key stages, meaning they are well prepared for the next stage of their education. By the end of key stage 2, the proportion of pupils reaching the expected standard in reading, writing and mathematics, including those who are disadvantaged, is in line with national averages. Year 1 pupils also perform well in phonics and Year 4 pupils in the multiplication check.

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Achievement Expected standard

Over time, pupils tend to do slightly better in mathematics than in English. Those who start with lower attainment, progress very well in reading, writing and mathematics. However, while pupils with higher prior attainment achieve above-average outcomes in reading and mathematics, they achieve less well in writing. Pupils with special educational needs and/or disabilities and disadvantaged pupils achieve well from their starting points. Overall, pupils leave school with the age-appropriate knowledge and skills they need for future learning.

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Attendance and behaviour Expected standard

Leaders monitor attendance rigorously to ensure that pupils attend school regularly and benefit fully from their education. Attendance is broadly in line with national averages, including for pupils with special educational needs and/or disabilities and those who are disadvantaged. Leaders act quickly when pupils' attendance starts to dip, offering early support to families and working closely with them to overcome barriers. Their tenacious approach has led to a significant reduction in persistent absence. This demonstrates that the school’s strategies are effective.

p.3

Attendance and behaviour Expected standard

Behaviour across the school is positive. Pupils have enthusiastic attitudes to learning, respond promptly to instructions and move around the school sensibly. They are polite and welcoming to visitors. Pupils understand what bullying is and know how to report it. Staff act swiftly to prevent any issues from escalating. Any form of discrimination or harassment is not tolerated. Leaders have established clear expectations through a well-defined behaviour policy. Staff apply this consistently well. While most pupils meet these expectations, a small number struggle to manage their behaviour. Leaders use suspensions appropriately in line with school policy and review these carefully to check all is in place to meet pupils' needs.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious and carefully designed curriculum called the ‘Hero's Curriculum’. This curriculum is tailored to meet the needs of all pupils and ensures that learning is exciting, progressive and well sequenced. Each theme is planned to build knowledge step by step, helping pupils to make connections and deepen their understanding. The curriculum includes creative adventures that bring learning to life, making lessons engaging and memorable.

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Curriculum and teaching Expected standard

Leaders regularly review how well the curriculum is taught and provide ongoing training to ensure that staff have the subject knowledge needed to maintain expectations. Teachers adapt lessons so that all pupils, including those with special educational needs and/or disabilities, can access the same curriculum as their peers.

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Curriculum and teaching Expected standard

Leaders place a particular emphasis on reading, writing and mathematics, ensuring that pupils develop secure foundational knowledge and skills. Early reading is prioritised, with regular assessments and targeted support for any child who falls behind. The school focuses on helping pupils to ‘keep up rather than catch up’. While reading and mathematics are strengths, writing is less well developed and embedded. Some pupils struggle to apply their writing skills across different subjects. Leaders understand the need to develop this and are striving for more pupils to be able to write at the greater depth standard through carefully considered approaches.

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Early years Expected standard

Children in Nursery and Reception benefit from a nurturing and well-structured start to their education. Leaders and staff prioritise language and communication. Staff interact positively, modelling clear speech and encouraging vocabulary development through stories, songs and regular conversations.

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Early years Expected standard

The curriculum is carefully planned to support children's progress across all areas of learning, with a particular focus on early reading and phonics. From the start of Reception, children begin phonics lessons and most secure the skills they need to read and write confidently. Staff provide opportunities for children to practise and consolidate learning through play and structured activities. They ensure that resources are chosen to develop key skills effectively. By the end of Reception, most children achieve well and are prepared for Year 1.

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Early years Expected standard

Provision for nursery children supports their personal, social and emotional development, helping them to build confidence and independence. Leaders work closely with parents through home visits and workshops. This ensures that staff understand children’s starting points and meet children's individual needs. Adaptations are made for disadvantaged children and those with special educational needs and/or disabilities so that they can thrive.

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Leadership and governance Expected standard

Leaders have a clear and accurate understanding of the school’s strengths and prioritise the right areas for development. They make decisions that are in the best interests of pupils.

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Leadership and governance Expected standard

Leaders have clearly defined roles and responsibilities, with well-developed communication and delegation across all levels. Leaders use monitoring and evaluation effectively to drive improvement, maintain high expectations and meet their statutory duties. The trust supports the school through high-quality training and networking opportunities, enabling staff to share expertise and develop professionally. A structured training approach ensures that staff benefit from a wide range of development opportunities, including leadership roles beyond the school.

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Leadership and governance Expected standard

Governors play an active role in overseeing the quality of education and shaping the school’s strategic direction. They are committed to ensuring that all pupils, but particularly the most vulnerable, receive the care and support they need to thrive.

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Leadership and governance Expected standard

Staff appreciate leaders’ efforts to manage their workload and promote wellbeing. This contributes to a positive and collaborative culture. While there are many strengths in leadership, leaders have a clear understanding of the aspects of the school's work that could be even more successful and are working to secure further improvements in the right areas.

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