Heritage Park Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Heritage Park is a welcoming and happy school. Pupils have positive relationships with each other and adults in school. They feel safe and are well cared for.

Pupils know if they ever feel worried, they have an adult to talk to. Pupils attend well.

Pupils enjoy the different subjects they learn in school.

They talk enthusiastically about the different topics they study and know the importance of learning new knowledge. Pupils achieve well and are well prepared academically for their next stage.

Pupils' positive approach to school supports them to behave well.

They listen attentively in class and concentrate fully. Classrooms are calm and ord...erly. Learning typically proceeds without disruption.

Playtime is a fun and happy time. Structured games and imaginative play proceed positively.

School councillors and house captains take pride in their roles.

They develop leadership skills and take an active role in school life. The school's curriculum is enriched by a range of different trips and visits. Pupils benefit from the chance to visit different places of worship.

Residential trips provide the chance for pupils to develop independence and take on new challenges.

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

The school has designed an ambitious and broad curriculum, which starts in early years. Pupils build upon their knowledge and skills as they progress through the school.

The school's curriculum plans are evolving and developing over time. Some curriculum subjects are more established than others.

Children make an excellent start in early years.

They learn the routines and expectations of school quickly. A well-designed curriculum means children access a balance of adult-led learning tasks and opportunities to extend their learning through thoughtfully planned activities. Children develop strong early communication and number skills.

Adults interact effectively with children to check and extend their learning. Adults adjust learning, when necessary, to meet need. As a result, children in early years achieve well and are suitably prepared for their next stage.

Reading is high priority. The school have designed an early reading curriculum, which works well for pupils. Trained staff deliver this curriculum effectively.

Adults check how well pupils are progressing with their reading and give support to pupils when they need to catch up. Pupils read books which match their stage in learning. Adults promote books by reading to pupils daily.

Older pupils speak fondly of the different books they read and enjoy. Pupils learn to read fluently and develop a love of reading.

The curriculum is typically delivered well.

Teachers revisit previous learning. They check how well pupils are progressing and adjust the curriculum to help pupils when they need some additional support. On occasion though, new knowledge is not introduced to pupils as clearly as it should be.

Sometimes, the key learning pupils need to secure is not made clear. In these lessons, pupils do not achieve as successfully. Over time, they do not always learn the intended curriculum content securely.

Support for pupils with special educational needs and/or disabilities (SEND) is effective. Pupils' additional needs are accurately identified. Staff make well-considered adjustments to their teaching approaches.

Many pupils with SEND access the same curriculum as their peers successfully. Some pupils need something more individual. The school caters well for these pupils.

They have plans to develop this provision further.

Staff apply high expectations of behaviour consistently across the school. Adults model the behaviours they expect from pupils and pupils respond well.

The school is a positive and calm learning environment as a result.

The school places significant importance on pupils' wider development. Pupils learn about different cultures and beliefs.

They recognise the importance of respecting people's differences. They learn about how to keep themselves safe, including online. Pupils know the value of keeping their minds and bodies healthy.

They know they learn best when they feel safe and secure. Pupils are suitably prepared for life in modern Britain.

The school is working hard to further engage with its parent community.

Many parents support the school and feel informed about their child's progress and the school as a whole. However, some parents feel less engaged and would like clearer communication. The school is developing their systems in this area.

After a period of change, governors are now more effective. They recognise the strengths of the school and its next steps. They monitor regularly and hold leaders to account.

Staff feel supported by leaders around their workload and well-being. They value the training they receive but would also appreciate more support to keep refining their practice.

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 pedagogical choices made by teachers are not as effective as they could be. This means pupils do not always learn as successfully as they might. The school should support staff further to present the intended knowledge confidently and effectively across all areas of the curriculum.

• The school has not fully embedded its communication systems with parents. This means that some parents feel that they are not communicated with as well as they might be. The school need to ensure that it fully embeds and develops its communication with parents so that they all feel fully informed.

Also at this postcode