Hanging Heaton Church of England Voluntary Controlled Junior and Infant School

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About Hanging Heaton Church of England Voluntary Controlled Junior and Infant School

Name Hanging Heaton Church of England Voluntary Controlled Junior and Infant School
Website http://www.hangingheaton.co.uk/
Ofsted Inspections
Headteacher Mrs Janet Potter
Address High Street, Hanging Heaton, Batley, WF17 6DW
Phone Number 01924463035
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 134
Local Authority Kirklees
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Hanging Heaton School are happy and enthusiastic.

As one parent said, 'My children run into school in a morning and skip out in an evening.' This typifies many parents' comments. Pupils behave well in school and bullying is very rare.

Leaders stop bullying if it does happen. Pupils are kind and care for one another. They demonstrate the school's motto of 'Let all that you do be done in love'.

Leaders are ambitious for their pupils. They provide pupils with a range of opportunities that give them new and exciting experiences. Pupils achieve well in early reading and mathematics.

Children settle well into the Reception Year. They learn rules ...and routines quickly. The curriculum prepares them for their next steps.

Leaders have thought carefully about how the curriculum is structured to support children's personal development. For example, children learn about mental health and resilience. Children take on roles of responsibility so they can actively contribute to the life of the school.

For instance, pupil 'eco heroes' have used crisp packets to make blankets. These blankets will be given to vulnerable people in the community.

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

Leaders have made significant improvements to the curriculum.

For example, in mathematics and physical education (PE), leaders have mapped out the important knowledge and skills that pupils should learn. As a result, pupils build secure knowledge as teachers plan small steps of learning effectively. However, this is not consistent across the curriculum.

In some foundation subjects, the curriculum lacks precise organisation and structure. In subjects such as art and history, leaders have not accurately identified what pupils should know and what they should be able to do. As a result, pupils do not develop a depth of knowledge and understanding in some subjects.

Leaders prioritise reading. Staff use their phonics training well to check pupils' phonic knowledge. Pupils quickly gain the knowledge and skills they need to become confident, fluent readers.

The books that pupils read match the sounds that they know. Pupils who need extra help receive this in daily catch-up sessions. Each pupil is encouraged to read every day and is given the opportunity to listen to an adult read to them.

In mathematics, learning is delivered in short units of work where knowledge builds progressively. Teachers check that pupils have grasped the essential information that they need to remember. In the early years, staff are knowledgeable about the teaching of early mathematics.

Children are given sufficient practice to be confident in using and understanding number.

In the early years, adults support children's language development effectively using rhymes, stories and songs. Children learn through direct teaching from an adult and carefully planned opportunities for play.

Adults enable children to make decisions about their learning environment. For example, during a recent project about the Great Fire of London, children asked if they could make a bakery as part of their role play activities.

Leaders have thought carefully about how the experiences offered to pupils support their personal development.

This is an integral part of the ethos of the school and the Christian values that leaders promote. Pupils talk confidently about equality and diversity. Leaders have developed an effective relationships and sex education and health education curriculum.

Leaders have engaged well with community leaders so that this is accessible for all families.

Pupils with special educational needs and/or disabilities (SEND) achieve well. This is because leaders meticulously check that pupils' individual needs are identified.

Clear plans of support help staff understand how to meet the needs of these pupils. Teachers make sensible and considered adaptations to the curriculum, where necessary.

Staff are proud of the school.

They know that leaders, including governors, have their well-being at heart. Governors know the school well. They support and challenge school leaders, and this supports ongoing improvement.


The arrangements for safeguarding are effective.

Leaders build links with families and know the individual circumstances of pupils very well. As a result, pupils get the help they need.

Staff work closely with safeguarding partners and other agencies to support pupils. Staff are kept up to date about safeguarding issues and understand the risks that pupils face. Leaders protect pupils by raising awareness of safeguarding risks.

This is achieved through an appropriate curriculum and school-wide policies. Pupils know how to speak to a trusted adult if they need support. The school makes appropriate checks on the suitability of adults working at the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum in some foundation subjects is not fully developed. This means that pupils have gaps in their knowledge as there are no clear expectations for what pupils need to know and remember. Leaders need to ensure that the curriculum is organised with specific knowledge that builds year on year.

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