Heyford Park School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are respectful and friendly. They engage in school enthusiastically. From the moment children join Nursery, staff nurture their curiosity and creativity.

In Reception, children learn the principles of being 'ready, respectful and safe'. This teaches them to cooperate and think about others' needs. These values permeate the school.

Pupils of all ages play safely and happily together at breaktime. Older pupils relish the opportunity to nurture younger pupils. Many aspire to be on the active student council.

They are rightly proud of the contribution they make to their school.

Staff know pupils as individuals and want the very best for them. Youn...ger children settle into the school very quickly.

One pupil, typical of many, said, 'Teachers get to know you well; they do really care about you.' The school is ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils rise to the high expectations that all staff share.

The purposeful and calm atmosphere in lessons is conducive to high-quality learning.

The school's values of integrity, service and excellence are clearly evident. Pupils demonstrate high levels of tolerance and mutual support.

They appreciate diversity and the inclusive nature of their school.

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

The school has constructed an ambitious and broad curriculum that is designed to stretch and challenge all pupils. The needs of pupils with SEND are accurately identified.

This enables staff to adapt the curriculum and to support these pupils effectively. In core subjects, a carefully sequenced curriculum ensures that knowledge and skills build over time progressively. However, in some subjects, teachers do not always make the most of opportunities to revisit and recap knowledge and skills learned previously.

This means pupils do not always learn as well as they could.

Children get off to a strong start in the early years. In Reception, leaders have thought carefully about the curriculum.

Small steps in learning help children to learn more and remember more over time. Staff take every opportunity to promote mathematical fluency and confidence. The learning environment inside is vibrant and inviting.

Staff keep a close eye on how well children learn, and use this information to plan next steps in their teaching.

The teaching of early reading is a priority. Expert staff teach phonics in a consistent way.

Staff ensure that they correctly identify when children make mistakes and that they help to correct errors swiftly. Books carefully match the sounds pupils know. This helps them to practise and to gain confidence quickly.

One pupil told inspectors, 'Teachers help you learn in different ways to stick 'it' in your head.' Leaders are at an early stage of fostering a love of reading throughout the school. The support for weaker readers in the secondary phase needs further sharpening.

Pupils behave well throughout the school day. They respond positively to the high expectations staff have of them. There are a small number of pupils who occasionally exhibit more challenging behaviour.

Staff deal calmly and effectively with these pupils. In lessons, the atmosphere is calm and purposeful. Pupils work collaboratively.

In the primary phase, pupils use the 'debug' system to learn to cooperate kindly. Attendance has improved. The school roll is growing.

Skilled staff provide strong pastoral support to all pupils.

A renewed focus on the wider personal development of pupils is evident. A thoughtfully constructed personal, social and health education curriculum extends from the early years throughout the school to the secondary phase.

Pupils' spiritual, moral, social and cultural understanding deepens through the carefully planned curriculum. Opportunities to organise and participate in charity events teach pupils humility and valuable skills. Pupils learn how to keep themselves safe in a range of situations, including online.

A focus on physical and mental health pervades the school. There are a range of clubs that pupils participate in to develop their skills and talents. Leaders ensure that all pupils have the opportunity to participate in trips and visits beyond the curriculum.

A carefully constructed programme of careers information, education, advice and guidance equips pupils with detailed knowledge of possible next steps in education, training or employment. A well-planned careers fair stimulates pupils' interest in a wide range of career and educational opportunities.

The school's decisive action to improve has been pivotal.

The school benefits from strong collaboration with partner schools in the trust at all levels of leadership. The local governing body's experienced members provide robust challenge to the school. Staff are positive about the improvements made recently.

They embrace the renewed rigour. Staff value the thoughtfully planned professional development, particularly when it enables primary and secondary colleagues to collaborate.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, teachers do not check that pupils have remembered key vocabulary, knowledge and skills before teaching new concepts. Consequently, some pupils develop gaps in their understanding and struggle to remember new ideas. The school needs to ensure that all teachers check for and address misconceptions routinely to ensure that all pupils remember their learning and achieve even more.

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