Heritage High School

Highlights from Latest Inspection

What is it like to attend this school?

This is a school where all staff want the very best for their pupils.

They have high aspirations and promote the school's values of 'ambition, teamwork, honesty and kindness'. Pupils are polite and friendly. They engage with adults well.

Most pupils feel safe and happy at the school. They know that there are trusted adults with whom they can speak about any problems that they might have.

The school has high expectations for everyone.

There are clear routines, rewards and consequences. The vast majority of pupils do their best to meet these expectations. Pupils conduct themselves well in and around school.

Pupils say that there are occasional... instances of poor behaviour, but these are quickly dealt with by staff.

Pupils benefit from a range of after-school extra-curricular activities, such as dance fitness, drama, cookery and a wide range of sports clubs, including the popular girls' football club. There is an active student leadership team, which enables pupils to support and run activities in the local community.

Pupils are proud to hold these positions and appreciate them as they learn valuable skills as well as knowing that they are making a positive contribution to their wider community.

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

The school has designed a well-sequenced, ambitious curriculum. It has identified the important knowledge that pupils need to know and remember.

Subject leaders have identified the core content. They have ensured that the curriculum is progressive. This means that pupils build on what they know.

In 2022, pupils' progress and attainment at the end of key stage 4 did not yet reflect the impact of the improvements leaders have made to the curriculum.

Teachers have strong subject knowledge. There is a consistent and effective approach to teaching through the school's 'Heritage way' and 'Heritage lesson structure'.

Lessons start with a 'do now' task to check pupils' prior knowledge and understanding. Teachers check what pupils know and demonstrate what they need to do. When this is done well, it is effective.

However, there are times when expectations are not clear, so some pupils do not always complete tasks. There are some occasions when teachers do not use assessment purposefully enough to identify pupils' misconceptions. The school knows that some aspects of the curriculum need further development.

Staff prioritise reading. They encourage pupils to read widely. Pupils who do not yet read with confidence and fluency receive timely and effective support.

All pupils are encouraged to develop a love of reading. Teachers have selected books that are diverse and enhance pupils' academic and personal development.

The school makes sure that teachers receive clear advice about how to meet the needs of pupils with special educational needs and/or disabilities (SEND).

Most teachers adapt their teaching so that all pupils get the support they need to access the curriculum successfully.

Relationships between pupils and staff are positive. Most pupils behave well in their lessons and around school.

Staff give frequent reminders to pupils about the school's expectations of their conduct. Most pupils have positive attitudes to their learning. Most pupils complete the work set in lessons.

However, some pupils frequently excuse themselves from lessons for short periods. They miss out on important aspects of their learning. Leaders have plans to address this concern.

Pupils attend well.

Pupils benefit from well-planned provision for their personal development.The school's personal, social and health education periods, assemblies and 'morning guidance' activities all help pupils to prepare well for life in modern Britain.

Pupils understand the protected characteristics. They know what they mean for them in their lives.

Most staff are happy and proud to work at the school.

Most staff feel that the school considers their workload and well-being. However, some staff feel that workload needs to be considered more fully. Those responsible for governance provide effective oversight of the school's work to continue to improve provision for the pupils of Heritage High.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some aspects of the curriculum need further development, especially regarding teachers' consistent use of assessment to identify gaps and misconceptions in pupils' knowledge. Staff must ensure that assessment processes and the delivery of the curriculum in all subjects are of equally high quality so that pupils learn as well as they should.

• Too many pupils frequently excuse themselves from lessons. They miss out on important aspects of learning. The school should ensure that it implements plans to address this concern as soon as possible.