Hanging Heaton Church of England Voluntary Controlled Junior and Infant School


Name Hanging Heaton Church of England Voluntary Controlled Junior and Infant School
Website http://www.hangingheaton.co.uk/
Ofsted Inspection Rating Good
Inspection Date 16 June 2011
Address High Street, Hanging Heaton, Batley, West Yorkshire, WF17 6DW
Phone Number 01924463035
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 137 (49% boys 51% girls)
Number of Pupils per Teacher 16.1
Percentage Free School Meals 13.1%
Percentage English is Not First Language 2.2%

Information about the school

The school is smaller than average in size. The proportion of pupils who are known to be eligible for free school meals is well below average. The proportion of pupils with special educational needs and/or disabilities is above average. The school is an Investor in People and has gained the Gold Standard Healthy Choice Award. There have been considerable staffing changes since the last inspection, including a new deputy headteacher, and a significant number of governors are new to their roles.

Main findings

This is a good school with a number of significant strengths. Strong Christian values underpin all aspects of the school’s work enabling pupils to develop exceptional moral awareness. Outstanding quality care, guidance and support ensure that all pupils are valued and their individual needs met. One pupil mirrors the views of others when saying, ’We are a whole school family.’ Pupils feel extremely safe and are happy and confident learners. Behaviour is outstanding and contributes significantly to pupils’ enjoyment of school and exemplary attendance. Pupils particularly appreciate the recently introduced, good quality creative curriculum. The school has extensive partnerships that successfully broaden the scope of learning. This ensures a very good range of extra-curricular activities that most pupils attend. Enriching theme days, together with opportunities to work with church members and pupils in other schools, enable pupils to develop excellent social skills. Most children enter the Reception class with skills just below those typical for their age and make good progress and achieve well. Since the last inspection pupils’ attainment by the end of Year 2 has risen to well above average and to above average by the end of Year 6. Pupils are currently making outstanding progress in Key Stage 1. Significant staff changes have resulted in pupils making good rather than outstanding progress in Key Stage 2. Nevertheless, the staffing situation is now stable and progress is rising and attainment is above average. Although writing is above average it is not as high as other subjects because in Key Stage 2 staff miss opportunities for pupils to systematically develop and apply their skills, and the more-able pupils do not consistently receive enough challenge in their learning. Teaching is good overall. In the good lessons teachers plan relevant and interesting topics that hold pupils’ attention. Activities build systematically on earlier learning. Teachers’ very effective behaviour management skills ensure lessons run smoothly. Although work is marked regularly comments do not always provide pupils with enough information to make their work better. Teaching in the Early Years Foundation Stage is good although opportunities are missed for children to apply their skills when working outdoors. The school is well led and managed. The impact of staffing issues has been managed effectively given the limited options available to the school. A new governing body has effectively evaluated their roles and responsibilities. Systems for governors to monitor and evaluate provision and to hold the school to account are at an early stage of development. Improvement since the last inspection is good. Rigorous monitoring and evaluation of provision and effective interventions have led to significant improvements in the quality of teaching and learning, curriculum development, and care, guidance and support. This, together with rigorous tracking of pupils’ progress, has enabled leaders to systematically raise pupils’ attainment and progress, especially in reading and mathematics. This indicates a good capacity for the school to improve further.