Heathcoat Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Heathcoat Primary School are welcoming and polite. They attend well.

The school has made positive improvements to the way pupils behave and their personal development. However, an ambitious curriculum is not yet securely in place. As a result, the quality of education that pupils receive is not yet good.

The school's rules are underpinned by the 'TRAIN' values. These include 'teamwork, respect' and 'independence'. Pupils appreciate the rewards they receive for demonstrating these values.

They understand why it is important that they do their best. Relationships among pupils and staff reflect a positive and respectful culture.

Pupils are pro...ud of the responsibilities they hold.

School councillors have made decisions that have had an impact. For example, they have been involved with the development of the school environment and the playground. Pupils develop confidence through such leadership positions.

They enjoy making positive contributions to their school.

The school ensures there is an equality of opportunity for all to participate in the enrichment activities on offer. The school supports pupils to become active citizens.

For example, pupils sing to members of the local community. They develop their cultural understanding through visits to places of interest. Many pupils learn new skills by attending extra-curricular clubs throughout the year.

These include coding and singing club.

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

Although the school has taken steps to strengthen the curriculum, it is not yet securely established. In some subjects, the school has considered carefully what it wants pupils to know.

However, this important knowledge is not broken down or organised in a way that supports pupils to build their knowledge over time. In other subjects, what is important for pupils to know is not explicit. Consequently, pupils do not develop the breadth or depth of knowledge they require.

Subject leaders have a clear vision, but they do not check that this is fully realised in the way in which the curriculum is taught. In the strongest subjects, teachers regularly check what pupils know and remember. However, this information is not used to inform curriculum planning or to help pupils to catch up swiftly.

Children in Nursery make a strong start. Skilled staff hold high-quality conversations with them. Children listen to adults read the book of the week.

This supports children to express themselves clearly and broadens their range of vocabulary. Children develop early mathematical and counting skills. They develop their gross and fine motor skills through the curriculum.

However, children in Reception Year do not build their wider knowledge, because the curriculum is not coherently planned. Children, therefore, are not well prepared for Year 1.

The school has taken steps to develop a love of reading.

In all classes, pupils are encouraged to read regularly. Older pupils talk with enthusiasm about the books they read. They enjoy the rewards they receive, which recognise their work in reading.

Children read books that match the sounds that they have learned. Pupils who fall behind are identified. However, the support they receive to catch up does not always help them to make rapid progress.

The school works with external agencies to provide support for pupils with special educational needs and/or disabilities (SEND). For example, the 'calm club' is used for reflection and to meet pupils' emotional and social needs. Staff benefit from advice and support on how to adapt the curriculum in ways that help pupils to be successful.

A small number of pupils with SEND follow a curriculum which is tailored to meet their needs. Pupils with SEND participate fully in school life.

The curriculum to support pupils' personal development is carefully planned.

The school is an environment where everyone feels valued. Staff ensure that pupils learn the importance of equality and diversity. This helps to prepare them for life in modern Britain.

Pupils know how to keep themselves safe when online and in the wider world. They are knowledgeable about how to look after their physical and mental health.

Governors share the school's ambitious vision.

They have sought external advice to support the school. However, there is still work to do to ensure that governors have a clear picture of the school's strengths and weaknesses. Staff are motivated and positive.

They know that their workload and well-being is considered when important decisions are made.

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 curriculum does not identify in sufficient detail the important content that pupils need to learn.

Consequently, pupils do not develop a secure understanding of key subject concepts and ideas. The school should ensure that the curriculum sets out essential subject content with precision. ? Subject leaders do not have sufficient oversight of their areas of responsibility.

This means that the curriculum is not taught consistently well. Where this is the case, pupils do not build their subject knowledge successfully. The school must ensure that the curriculum in all subjects is taught as intended.