Headley Park Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this inclusive and welcoming school. The school has high expectations for what all pupils can achieve. Pupils rise to meet these expectations and achieve well.

They understand how the 'Headley Park habits' enable them to be ambitious, responsible and show respect.

The school promotes positive behaviour. Pupils are polite and well mannered.

They confidently recite the school's 'kindness pledge' and understand how this helps them to be understanding of others. Pupils behave well in lessons and around the school. This starts in the early years where children take turns and follow instructions well.

Pupils feel safe. They build... warm and respectful relationships with adults. Pupils know they can speak to trusted adults, such as a member of the 'safeguarding team' or use 'worry boxes' to share any worries or concerns.

Pupils enjoy the wealth of experiences they have, which go beyond the academic curriculum. They participate in a wide range of clubs, such as choir, film and pottery. Pupils relish the opportunities they have to become play leaders, house captains and to represent the school in sporting competitions.

They say these roles give them confidence and make them feel trusted.

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

With the support of the trust, the new headteacher has brought stability to the school following a period of leadership change. Pupils learn an ambitious curriculum which identifies the precise knowledge that they need to learn from the early years to year 6.

The school's work to support pupil's personal development is exceptional. Pupils develop a mature understanding of equality and diversity. The school organises events to inspire pupils about their possible future careers.

The 'Headley Park passport' offers all pupils an opportunity to develop their character, for example, by helping to improve their local community or taking part in a musical concert.

Reading is central to the school's work. This starts in Nursery where children build their knowledge of sounds through rhyme and songs.

Children in the Reception Year learn and remember new sounds well. If pupils fall behind, they receive the support they need to help them to catch up quickly. Older pupils talk confidently about how the texts they listen to and read 'increases the words they know' and helps them 'to find out more about the world they live in.'



The school's mathematics curriculum is designed and sequenced well. Teachers routinely check on what pupils know. This helps pupils to build their mathematical understanding.

Older pupils, for example, use their knowledge of number when solving more complex problems involving common factors and multiples.

Pupils learn well in most wider curriculum subjects. In geography, for example, teachers use their subject knowledge effectively to design activities so that pupils develop their understanding of geographical concepts and vocabulary.

Older pupils use their prior knowledge of maps to talk in detail about tectonic plates. However, in some other subjects, staff do not yet have the secure subject knowledge they need to deliver the curriculum effectively. As a result, some pupils have gaps in their knowledge and do not build on what they already know.

The early years curriculum is designed well. Most staff provide opportunities for children to develop new skills and knowledge, both in and outside the classroom. However, some activities and adult interactions do not develop children's learning well enough.

This means that some children do not develop their knowledge and skills as quickly as they should.

The school has put in place clear systems to meet the needs of pupils with special educational needs and/or disabilities (SEND). Staff adapt learning to meet the needs of pupils with SEND.

One example of this is through the effective use of technology. As a result, most pupils with SEND develop their understanding of the curriculum alongside their peers.

Pupils display positive attitudes to their learning.

They are eager to talk about their favourite lessons. Pupils behave well during social times and enjoy the range of activities on offer to them. The school has clear procedures in place to check patterns of attendance.

If attendance becomes a concern, the school works closely with families to bring about necessary improvements.

Local governors and trustees have a clear vision for the school. They hold the school to account and fulfil their statutory responsibilities well.

Staff talk positively about the team spirt that exists. They value the support they receive from the trust, which helps them to improve their practice. Parents and carers comment positively about the role the school plays in the local community and the care that staff show to pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, teachers are less secure in their subject knowledge. In these subjects, teachers present learning less clearly and the checks they make on learning are less secure.

Pupils find it difficult to remember their learning and have gaps in their knowledge because of this. The trust needs to ensure that teachers continue to receive appropriate support to strengthen their subject knowledge further. ? The curriculum in the early years is not yet implemented as the school intends.

Some activities and adult interactions are not sharply focused on exactly what children need to learn. As a result, some children do not develop important knowledge and skills as well as they could. The trust should continue to ensure that all children benefit from a carefully implemented early years curriculum and that staff receive the support they require to do this.