Heath Primary School, Kesgrave

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school. They are very happy and safe. Pupils embody 'The Heath Way,' where '…everyone is valued and respected'.

High expectations are set for all pupils in terms of their behaviour and attitudes towards their learning. Pupils make every effort to live up to these expectations. They behave maturely in lessons.

Pupils are enthusiastic about their learning and, as a result, most pupils achieve well.

In all aspects of school life, pupils demonstrate kindness and respect to each other and to the adults in the school. Bullying is rare.

Pupils agree that this is the case.Pupils have exciting and engaging opportunities that complement ...their curriculum. Pupils work in the school garden, care for the school animals, work with local busi-nesses on enterprise projects and learn a range of musical instruments.

Pupils' leadership skills are developed. This in turn ensures their sense of responsibility is encouraged. Pupils carry out their roles with pride.

They are reading and friendship ambassadors as well as eco and school councillors. Pupils are also proud of their work to protect the environment, raise money for charity and to promote fairtrade. This contributes towards pupils' character development and their future role as responsible citizens.

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

Leaders have designed a curriculum that is ambitious and inclusive for all pupils. This reflects leaders' vision that this school is a place where 'learning has no limitations'.

Leaders' vision to ensure all pupils learn to read fluently is clear in leaders' approach to the planning of the reading curriculum.

Teachers are well trained to teach reading. They deliver well-structured and engaging lessons. Teachers carefully check how well pupils are learning to read.

Any pupils that fall behind are quickly identified and effectively helped to catch up. Pupils take books home to read that are carefully matched to their reading ability. This enables them to practise their reading skills, which contributes towards pupils becoming confident and fluent readers.

In most subjects, the curriculum content is well considered and ambitious for all year groups. However, in a minority of subjects, the curriculum is at an earlier stage of development. Where this is the case, leaders have not clarified the precise knowledge, skills and vocabulary that pupils need to know and remember.

When this happens teachers do not routinely plan activities that successfully build on pupils' prior learning. This results in some pupils having gaps in their knowledge.

Leaders act quickly to identify the needs of pupils with special educational needs and/or disabilities (SEND).

Leaders work closely with a range of agencies to accurately assess pupils' needs and to secure the appropriate support. Pupils with more complex needs receive tailored care and support from skilled adults. Consequently, pupils with SEND access the full curriculum and most achieve well.

While leaders work hard to support vulnerable pupils, some pupils with SEND and disadvantaged pupils do not attend school as regularly as they should. Leaders are working with pupils and families to provide additional support, however, these pupils miss vital learning and, as a result, do not achieve as well as their peers.

Leaders place a very high priority on pupils' personal development.

Pupils are very well prepared for their future lives beyond school. They show a very well-developed knowledge of democracy. Pupils have a strong moral purpose, which is clear in the way they behave towards each other.

They also show understanding and respect for a range of different faiths and cultures.

Leaders focus on teaching value and respect from the moment children start in the Nursery. This enables pupils to become active and reflective citizens.

This is evident in their work with the community on litter picks, local businesses and road safety schemes.

All pupils have access to a range of school visits that bring their classroom learning to life. These visits include a visit to Harry Potter World and a visit to a recycling plant.

All pupils can take part in a range of school clubs, including sports, art and music.

Leaders place a key focus on securing the positive mental health and well-being of their pupils and staff. Staff appreciate the support of their leaders.

The governing body is proactive in holding leaders to account for their actions to improve the school. This includes monitoring the ongoing revision of the quality of education.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a very strong culture of safeguarding across the school. Staff are highly trained to be vigilant in identifying the slightest sign that a pupil may be at risk. Records show that leaders work quickly and effectively with external agencies to secure help for children and families.

Leaders ensure that all the appropriate checks are carried out on adults working at the school.

Pupils are confident in explaining ways to keep themselves safe, including online. They understand the potential risks in a range of contexts and know the importance of healthy relationships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, including within the early years, leaders have not identified the precise knowledge, skills and vocabulary that they want pupils to know and remember. This leads to pupils having gaps in their knowledge. Leaders should ensure that pupils gain the knowledge and skills they need to achieve well across the curriculum, including in early years.

• Some pupils with SEND and disadvantaged pupils do not attend school as regularly as they should. This means that they miss vital learning and do not achieve as well as their peers. Leaders should ensure that their continued work with families and external agencies is effective in ensuring higher attendance for these pupils, so they achieve equally as well as others.