We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of The Heights Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding The Heights Primary School.
To see all our data you need to click the blue button at the bottom of this page to view The Heights Primary School
on our interactive map.
The Heights Primary School has taken effective action to maintain the standards identified at the previous inspection.
The headteacher of this school is Hayley Harrison.
This school is part of Bellevue Place Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mark Greatrex, and overseen by a board of trustees, chaired by Claire Delaney.
What is it like to attend this school?
Pupils enjoy coming to this exceptional school.
The school has high aspirations for all pupils from the moment that they arrive. It puts pupils' learning at the centre of everything it do...es. As a result, pupils become confident, articulate and passionate learners.
This enables them to learn very well across the full curriculum. The school is particularly ambitious for disadvantaged pupils.
Pupils' behaviour in and beyond the classroom is exemplary.
Pupils said that everyone treats each other with the same respect. Older pupils are exceptional role models, displaying respect, kindness and positivity. They form strong relationships with their younger peers, helping them to live up to these high standards of behaviour.
The school encourages pupils to have a voice and share their opinions. Pupils are excited to discover new information. They appreciate the many worthwhile learning opportunities that the school provides.
They enjoy visits to theatres and museums and participating in residential trips, for example.
Pupils feel welcome and safe at the school. The vast majority of parents and carers are effusive in their praise for the school.
They recognise the hard work and care staff put into making the children's school days as productive as possible.
What does the school do well and what does it need to do better?
The school has extremely high expectations for pupils' achievement. All pupils, including disadvantaged pupils, rise to this challenge.
The school has put a lot of thought into shaping a curriculum that meets pupils' learning needs and interests. The careful construction of the curriculum means that pupils continually build on their prior learning. The curriculum sets out the knowledge, skills and vocabulary that pupils need to learn, starting from the early years.
Pupils thrive and achieve exceptionally well across the curriculum. This is consistently reflected in pupils' high outcomes at the end of key stage 2.
Teaching of reading is a top priority.
Pupils throughout the school are immersed in high quality books. Teachers are well trained and deliver the phonics programme expertly with high levels of consistency. Pupils read books that are carefully matched to the sounds they already know.
Staff act quickly to support pupils who struggle with reading. This enables them to read fluently and accurately. Nearly all pupils achieve highly in the phonics screening check at the end of Year 1.
Staff have very strong subject-specific knowledge and expertise in how to teach the curriculum effectively. Staff are always keen to learn and adapt their methods in the interests of their pupils. Staff regularly check that pupils have the prior knowledge they need before beginning new learning.
They check that pupils remember and understand any new information. This means staff can address misunderstandings as soon as they arise.
Staff are well trained to identify and support pupils with special educational needs and/or disabilities (SEND).
Staff are united in their view that additional needs should not put a glass ceiling on any pupil's learning. They make effective adaptations that allow these pupils to learn in line with their peers. This includes the use of carefully managed additional pastoral support for pupils who need it.
This whole package of support enables pupils with SEND to achieve very well.
From the start of the early years, routines are well established. Pupils across the school behave extremely well and demonstrate a clear love of learning.
Pupils are resilient and motivated learners and are polite to staff and each other. Staff deal with any unkindness or discriminatory behaviour swiftly. Pupils' rates of attendance are strong.
Staff act quickly on any identified concerns and offer support to those who need it.
The school's provision for pupils' personal development is exceptional. The school has ensured that this is at the heart of its work.
Pupils learn about important topics, such as equality, diversity and tolerance. They can participate in a varied selection of extra-curricular activities, including dance, archaeology and sports. These activities all help to develop pupils' interests, confidence and resilience.
The school considers the needs and interests of disadvantaged pupils carefully so they can take full advantage of these opportunities.
Staff feel valued. They are proud to work at the school.
They appreciate the opportunities that they have to develop the curriculum. Staff speak highly of how the school prioritises their well-being and workload, including when planning new initiatives. The trust fulfils its statutory responsibilities well.
Trustees and governors hold leaders to account for the quality of education at the school and consider staff welfare. They provide extensive support to develop all aspects of the school's work even further.
Safeguarding
The arrangements for safeguarding are effective.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be outstanding for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in May 2017.
