Heather Avenue Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this inclusive and caring school.

Pupils are happy and enjoy learning. They make an excellent start in early years. As they move through the school, pupils achieve exceptionally well, particularly in the core subjects: reading, writing and mathematics.

There are positive relationships between staff and pupils. Pupils are well cared for. They have many adults in school they can talk to if they are worried.

Pupils behave well. Most have excellent attitudes to learning. At breaktime and lunchtime, pupils behave sensibly.

They enjoy taking part in a range of games and creative play together.

Pupils develop their wider character ...in different ways. On a daily basis they give 'compliments' to classmates and engage in active discussions about philosophical questions.

From an early age, pupils think deeply and learn about right and wrong in the world around them.

A range of popular activities enhance pupils' broader personal development. All pupils, including those who are disadvantaged, can access activities such as tennis, dance and outdoor learning.

Educational visits considerably enhance the curriculum. For example, pupils enjoy visits to the theatre in London, places of worship, and go on residential trips.

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

The school has put in place a broad, ambitious and exciting curriculum.

The school has considered what it most wants pupils to know and to be able to do by the time that they leave the school at the end of key stage 1.

Reading is at the heart of the school curriculum. All staff benefit from the regular training they receive.

They demonstrate expertise in the precise way they deliver the agreed phonics programme. In early years, children begin learning letter sounds straight away. They practise phonics using books matched to the sounds they know.

Those at risk of falling behind are swiftly identified and supported through carefully designed interventions to help them catch up. Pupils become confident, fluent readers. There is a love of reading evident across the school.

Children thrive in early years. The curriculum is designed to develop children's knowledge in all areas of learning, preparing them well for key stage 1. For example, the curriculum for communication, language and literacy helps to ensure adults model language and interact skilfully through familiar songs, stories and rhymes.

The environment is deliberately designed to help children practise what they learn. Children, including those with special educational needs and/or disabilities (SEND), become independent, curious and confident learners. This supports children to achieve exceptionally well in early years.

Across the school, the core subjects of learning, such as English and mathematics, are delivered particularly well. The knowledge pupils learn is broken down into clear steps and pupils build on their learning over time. Teachers regularly check what pupils have learned and remembered.

They use this information to adapt and improve the curriculum. Pupils achieve very well across these subjects.

On occasion, in some wider curriculum subjects, new knowledge is not always presented as clearly as it could be.

This can make it difficult for pupils to grasp the essential knowledge intended for them to learn. As a result, some pupils may struggle to retain key information, which can lead to gaps in their knowledge and limit their ability to build on their learning over time.

The school supports pupils with SEND well.

Teachers accurately identify how to overcome pupils' barriers to learning. Lesson adaptations mean that most pupils with SEND are successful in accessing the same curriculum as their peers. Where pupils need something more individual, this is provided without delay.

As a result, pupils with SEND progress through the curriculum well.

Behaviour is managed effectively through the strong relationships that exist between staff and pupils. Pupils want to learn and know the school rules.

They typically follow these in class and around school. Learning proceeds with little disruption.

The school's personal, social and health education programme is a priority.

The awards the school has received reflect this. The curriculum is designed to help pupils to understand themes such as online safety, healthy relationships, and positive friendships. Pupils learn about a wide range of cultures and to respect differences through the regular international weeks.

Pupils at an early age are being well prepared for life in modern Britain.

The trust and local governors know the school well. They offer a balance of support and challenge and visit the school regularly to monitor provision.

Teachers benefit from the training offered by the school and wider trust. They appreciate that school leaders always look out for their well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, the teaching approaches used do not fully support pupils to learn and remember the essential knowledge within the wider school curriculum. As a result, some pupils develop gaps in their learning over time. The school needs to continue to refine their approach to teaching in some of the wider curriculum so that pupils secure and build on their learning confidently across all subjects.