Heyhouses Endowed Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils appreciate the care and support they receive from adults at this school. Pupils are safe and secure.

The school has created a culture of high expectations. As a result, pupils in all year groups, including those with special educational needs and/or disabilities (SEND), work hard to produce their best possible work.

The school has an orderly and industrious atmosphere.

Pupils make a strong contribution to the calm character of the school. They are well mannered and helpful. Staff are kind in their approach to pupils.

This helps pupils to aspire to be successful in their learning. Staff prioritise the health and well-being of pupils and their f...amilies. They support families when they need extra help.

Pupils are attentive to each other's needs and listen to one another politely. Their conduct reflects the inclusive and respectful behaviour that staff model for them.

Pupils have many opportunities through celebrations and local and national competitions to widen their creative talents.

This is a singing school. Staff design assemblies that harmonise their values with pupils' voices. Pupils take on leadership responsibilities as group leaders, captains and council members.

The school takes an active role in local charities.

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

The school has carefully organised the curriculum so that pupils can learn in a logical order. Most pupils know more and remember more over time.

For example, pupils can talk articulately about the differences between climate and weather. Staff revisit previous knowledge before moving on. This builds pupils' confidence and understanding.

The school gives pupils many opportunities to practise their writing. This is having a positive impact. For example, in science, pupils can write about how they classify plants and they can recount investigations they have done.

The school has recently overhauled the provision for pupils with SEND. This has ensured that pupils' needs are identified correctly. Staff work collaboratively with specialists to set manageable targets.

Staff are skilled in adapting lessons to engage these pupils. Occasionally, tasks set for pupils with SEND do not match their needs. This hinders how well they progress.

Children in the early years develop the skills that lay the foundations for their future interactions. Children engage in activities which encourage them to take turns and work together to solve problems. Staff make good use of the outdoor area to support learning.

For example, children can role play making pumpkin soup. Staff in the early years have recently started implementing a new curriculum to ensure that children are well prepared for key stage 1. Occasionally, the activities set out for children do not match this intended curriculum.

When this happens, play is less purposeful. As a result, some children do not consolidate their learning enough.

The school has ensured that the new reading curriculum is well resourced.

There are many attractive reading areas, which pupils enjoy reading in or use to borrow books to take home. Staff have been trained to deliver the phonics programme effectively. Children in the Reception Year learn sounds and letters straight away.

Pupils learn more complex letters and sounds as they move through key stage 1. The books that pupils read match their ability, so they achieve early success. Pupils who fall behind with their reading are given support and so make progress.

Parents and carers of younger children appreciate knowing what books the staff are focusing on. Older pupils enjoy daily reading time. This motivates them to read independently.

A typical comment was: 'It is the best book I have ever read. I had to get myself a copy. Now the second book is out, I am reading that.'

Pupils are proud of their roles as librarians. They enjoy recommending new titles to younger pupils.

Pupils know how to respond to any bullying or inequality, including online.

They say that if feelings have been hurt, staff intervene to help. Routines are well rehearsed. For example, pupils calmly return to class after breaktimes.

The school has ensured that attendance rates have improved. This is because the school has worked hard on relationships with families to overcome any barriers to attendance that they may have.

Pupils enjoy a range of enrichment opportunities, including trips to the theatre and residential trips.

Staff have ensured that pupils know how to keep their bodies and minds healthy. Pupils know that some relationships can be unhealthy. They know how to access help if they need it.

Staff appreciate leaders' consideration of their workload and well-being. Staff new to leadership roles are encouraged and supported. All those responsible for governance are highly committed to every aspect of school life.

They are well informed about the work of the school. Leaders at all levels act to continually improve how well pupils learn.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, activities in the early years do not help children to learn the new curriculum as well as they should. This means that some children in the early years do not make as much progress as they should. The school should ensure that staff are suitably equipped to deliver the new curriculum consistently well.

• On occasion, the support for pupils with SEND is not as effective as it should be. This hinders some pupils with SEND from achieving as well as they could. The school should ensure that pupils with SEND receive consistently high quality and effective support.

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