Hateley Heath Academy

Highlights from Latest Inspection

What is it like to attend this school?

Hateley Heath is a welcoming school where pupils feel included. Pupils are proud to belong to this kind and thoughtful school community.

They have positive relationships with staff, who know them well. This helps pupils to feel supported in all aspects of school life. Pupils feel safe in school and know whom to turn to if they have a concern.

The school has been on a journey of change and has worked hard to improve the quality of education it provides. Leaders have been relentless in their efforts to provide the very best for their pupils. As a result, pupils have a love and enjoyment of learning and want to achieve well.

Their positive achievements reflect t...heir hard work.

Staff and pupils embody the school's values of 'enjoy, achieve, respect and teamwork'. Pupils talk about these with enthusiasm and understand why they are important.

Throughout the school, there is a positive culture of working hard and taking part, both in lessons and in extra-curricular activities. Pupils behave well and they are kind to each other. This helps the school to feel calm and settled.

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

Children get off to a sound start in early years. The curriculum is ambitious and supports children in developing independence and curiosity well. Children engage positively in their learning.

Leaders provide many opportunities for children to develop their language and communication, while supporting them to explore their own interests effectively. Staff take the time to interact with children and to talk and listen to them. As a result, children are happy to express themselves and can retell and talk about stories with growing confidence.

Leaders have prioritised early reading. Staff have received regular training and support to develop their subject expertise. Consequently, staff deliver high-quality phonics lessons to pupils.

There are appropriate arrangements in place for checking pupils' reading ability. These checks identify pupils at risk of falling behind or who may need extra support. When this is the case, the school provides useful and effective support.

There are many opportunities to develop a love of reading. Pupils read every day and enjoy reading to their teachers.

The curriculum at Hateley Heath has gone through extensive development.

Pupils receive a broad and ambitious curriculum that meets the needs of all, including those with special educational needs and/or disabilities (SEND). Careful consideration has been given to what pupils learn and when in each subject. This means that they build their skills and knowledge in a logical way.

Lessons are well structured, and teachers present learning clearly. In lessons, pupils engage well and become absorbed in their learning.

Teachers use a range of methods to check what pupils know and understand.

However, in some subjects, assessment is not used consistently well. Where this is the case, misconceptions are not always picked up, and this means that future learning is not as well matched to pupils' needs as it could be.

All pupils, including those with SEND, are included in all aspects of school life.

The process of identifying pupils with SEND is thorough and effective. Leaders ensure that staff receive the training required to meet pupils' individual needs. As a result, pupils with SEND receive high-quality and individualised support.

The school provides a wide range of opportunities beyond the academic curriculum. The ability to 'pursue your passions' is a unique offer at Hateley Heath. This supports and nurtures pupils' interests across the curriculum.

Pupils learn the right things to keep themselves safe and understand the wider world. Many pupils take on extra roles and responsibilities. These include the school's 'environmental warriors', who help to identify ways in which the school can become more sustainable, and the 'PE crew', whose members organise games and activities for pupils at break- and lunchtimes.

Leaders, trustees and governors know the school well. The trust has provided effective and consistent support for the school. This has led to significant progress.

Historically, pupils' outcomes in national tests have been below the expected standards. However, pupils are now making stronger progress through the curriculum. Many parents and carers speak positively about the school, its progress and the support that they receive.

Where parents have concerns, leaders work to address these.

Leaders and staff value the support that they receive. This includes teachers in the early stages of their career.

Leaders are considerate of staff workload and well-being. Staff say that they enjoy working at the school and feel valued.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school does not use assessment with enough precision to identify how well pupils are learning the intended curriculum. This means that gaps in pupils' knowledge are not being routinely addressed and teachers do not always match future learning activities accurately enough to address gaps in knowledge. The school should ensure that assessment is used consistently well to identify gaps in pupils' learning and to inform the selection of learning activities to best close gaps in pupils' learning.

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