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This is a good school The headteacher provides effective and decisive leadership.
She has a deep knowledge of the pupils and has an unswerving belief that they should all succeed in all aspects of school life. The headteacher is very well supported by other leaders, including governors and the multi-academy trust. Together, they have taken strong action since the school opened as an academy to bring about improvements in teaching, learning and assessment and these have resulted in outcomes for pupils rising across the school.
Pupils' behaviour is outstanding. They greatly value what the school offers them and show through their actions deep respect and conside...ration for each other. Provision for pupils' personal development and welfare is also outstanding and as a result all pupils feel safe and well cared for.
The school's work to support pupils' spiritual, moral, social and cultural development is highly effective. As a result, pupils have a clear understanding of their responsibilities and opportunities as citizens of modern Britain. The curriculum is extremely well planned and offers pupils a wide range of exciting and relevant learning activities that stimulate their imagination and interest.
Children make a positive start in the Reception class and consequently make good progress across their first year in school. Teachers and other adults have high expectations of the children and plan and teach activities that are matched closely to their needs. Teaching is good across the school with some that is outstanding.
The teaching of mathematics and writing are both particularly strong, with good opportunities for pupils to apply their skills in these areas within other subjects. However, there are occasions when teachers do not draw pupils' attention to errors in spelling and number formation and this allows these mistakes to be repeated. Pupils make good progress as they move through the school.
Differences in attainment between disadvantaged pupils and other pupils are diminishing. However, not all the actions and additional support that leaders plan for these pupils is sufficiently matched to their individual needs. Parents have extremely high confidence in the work of the school and are appreciative and supportive of the work that all staff do to help their children thrive.
Opportunities to challenge the most able pupils are sometimes missed and as a result, too few reach the highest standards of attainment.
Information about this school
The school does not comply with Department for Education guidance on what academies should publish about governors' business and financial interests, the school's most recent key stage 2 results or a link to the government's school performance tables for the school on its website. Heath Hayes Primary Academy is smaller than the average-sized primary school.
The proportion of disadvantaged pupils, those who are supported by the pupil premium funding, is above average. Most pupils are White British. The proportion of pupils from minority ethnic groups is below that in most schools.
The proportion of pupils who have special educational needs and/or disabilities is below the national average, while the proportion with a statement of special educational needs or an education, health and care plan is above average. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress in reading, writing and mathematics for pupils in Year 6. The school runs a breakfast club and after-school club.
The school is part of the REAch2 Trust which is the main governing body with legal and strategic responsibilities for all REAch2 schools. The local governing body focuses on the day-to-day responsibilities of the school. The school opened as an academy on 1 January 2014.
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