Heymann Primary and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Heymann Primary and Nursery School opens its doors wide to welcome all pupils. Every pupil in this school is known exceptionally well. Pupils, staff and parents describe the school as, 'the Heymann family.'

Relationships between staff and pupils are built on kindness and respect. Adults model these attributes exceptionally well. In turn, pupils are keen to help each other.

Older pupils are appointed as 'peer mentors.' They keep a close eye on the well-being of others and are on hand at social times to offer support.

Pupils are enthusiastic learners.

They work hard and do not give up if learning becomes challenging. Leaders have high expectations for... all pupils. Pupils are well prepared to move to the next stage in their education.

By the time pupils leave the school in Year 6 they achieve highly.

From the early years, children are polite and considerate of one another. Across the school, pupils keep the school rules and strive to earn a 'purple token.'

Their exemplary behaviour makes a significant contribution to the school's calm and purposeful learning environment.

Parents and carers hold the school in high regard. They praise the approachable staff who go 'above and beyond' to keep their children safe and make every school day count.

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

The curriculum is ambitious, broad and balanced. The most important knowledge that pupils need to learn is clear. From the early years to Year 6 the curriculum is logically sequenced.

Pupils' learning builds up step by step over time. For example, in mathematics children in the Nursery sing number songs. In the Reception Year children learn to count confidently and practise this skill in their play.

Year 2 pupils develop their understanding of number further by comparing and ordering numbers. By Year 6 pupils use their knowledge of number to tackle long division with confidence.

Staff have secure subject knowledge.

Teachers design lessons that help pupils to learn the curriculum. They routinely check that pupils remember prior learning. These checks are key to the school's success.

Staff waste no time in addressing pupils' misconceptions or gaps in their learning. The school has clear systems in place to identify pupils with special educational needs and/or disabilities (SEND). Staff provide expert support for pupils with SEND.

As a result, they thrive and achieve well across the curriculum.

The school prioritises reading. Its importance is displayed around the school.

Reminders for pupils include, 'The only thing that you absolutely have to know is the location of the library.' Children in the early years enjoy story-time. They listen attentively as their teachers read to them.

Staff closely follow the school's phonics programme as they deliver daily lessons. Pupils who struggle to keep up with their reading receive carefully targeted support to make sure they do not fall behind. Pupils who arrive at the schools with English as an additional language receive well-considered reading interventions.

This helps them to access the full curriculum as quickly as possible.Leaders are relentless in their pursuit of excellence. Staff receive regular training to develop their expertise as teachers and in their roles as subject leaders.

The school has systems in place to review the work they have done. Nevertheless, sometimes this work does not successfully identify the key areas to further improve the curriculum. For example, leaders have not identified that, in a small number of subjects, pupils' written work in the wider curriculum does not match the high quality work seen in English.

The school's personal development offer is exceptional. Pupils are offered a carefully crafted range of meaningful and exciting opportunities. These add significantly to the school's curriculum.

Pupils learn to become responsible citizens. They develop leadership skills by becoming part of the junior road safety team, the 'site squad,' representatives on the school council and as librarians.

Pupils recognise the importance of the fundamental British values such as the rule of law and democracy.

They relate these to their school rules and opportunities to vote in school. Pupils respect diversity and joyfully celebrate the wide range of cultures and faiths that make up their school community. The school's extensive offer of clubs and activities is open to all.

Pupils can attend Spanish, chess and sports clubs. Pupils support their local communities and raise money for charities. They learn to care for their own physical and mental health.

Pupils benefit highly and leave the school with personal skills and qualities that will prepare them well for life.

The trust and governors work closely with leaders. They provide effective support and challenge.

Staff appreciate that leaders are approachable. They universally agree that the school is a great place to work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some of the schools' monitoring activities are not fully effective. Leaders do not consistently draw together the information gathered as a result of monitoring activities to identify areas for further development. The school should ensure that those monitoring the work of the school gather a range of evidence which is then co-ordinated, to fully inform the actions the school needs to take to further improve.

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