Heather Ridge Infant School

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About Heather Ridge Infant School

Name Heather Ridge Infant School
Website http://www.heather-ridge.co.uk
Ofsted Inspections
Headteacher Mrs Sarah Elliott-Hammond
Address Martindale Avenue, Heatherside Estate, Camberley, GU15 1AY
Phone Number 0127624918
Phase Primary
Type Community school
Age Range 4-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 176
Local Authority Surrey
Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish in this caring and nurturing school.

They feel safe because they trust all staff to help them if they need it. Pupils show great kindness to their friends, striving to demonstrate the school values of respect and friendship. As a result, bullying is very rare.

Pupils know that staff will quickly help resolve any upsets among friends. Assemblies help pupils understand how to model the school values and be a good citizen. They eagerly raise money for local charities and take pride in helping their community.

Staff provide pupils with the supportive help that they need to be inquisitive learners. Pupils know that they are expected to think hard a...nd celebrate when they learn through making mistakes. They enjoy learning because teachers carefully plan interesting lessons to enthuse them about the world.

Pupils learn the language they need to speak confidently about the topics they are learning. Quite rightly, they are proud of their achievements.

A range of clubs and trips enrich pupils' interests and many talents.

Clubs like 'comic with computing' help develop pupils' creativity and literacy while enhancing their learning about technology. Additional opportunities, such as being a playground pal, bistro buddy or joining the new school council, promote pupils' sense of leadership and responsibility.

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

In most subjects, leaders have carefully considered the important knowledge that pupils need to know to learn successfully in the future.

They have ordered this knowledge in a way that builds progressively over time. However, in subjects such as science and geography, learning is not as precisely identified. This means pupils do not always securely learn the smaller blocks of knowledge to help them see the bigger ideas.

As a result, some pupils struggle to remember learning as well as they should, and can develop gaps in knowledge.

In subjects where the important knowledge has not been identified precisely, teachers also do not consistently check what pupils have learned. This is because there is a lack of clarity around what specifically pupils need to know.

As a result, teachers cannot check that all pupils learn as much as they can across the full curriculum.

A love of reading builds swiftly from the moment children join Reception. Leaders select exciting books that correspond to the topics pupils are learning.

Pupils in school are supported to learn to read quickly. Teachers and teaching assistants receive effective training so they can expertly help pupils to learn the letters and sounds they need to read confidently. Regular opportunities to read to adults mean that staff quickly identify gaps in knowledge.

Pupils who are at risk of falling behind catch up quickly because they are given targeted help.

Pupils with special educational needs and/or disabilities (SEND) make strong progress because teachers know them well. They are well supported in class and in one-to-one sessions.

Techniques to help pupils with SEND, such as pictures to help with communication and the understanding of routines, benefit other pupils in the class too. Teachers receive appropriate training so they know how to adapt the curriculum to meet the specific needs of pupils.

Adults insist on consistent routines and expectations so that pupils learn to take responsibility for their own learning.

Children are sensitively supported in developing their understanding of turn taking, helping them to be confident and show kindness towards each other. Pupils play together kindly and develop strong friendships from a very early age.

In Reception, staff quickly get to know the children well, so learning can be adapted to meet their needs.

Teachers prioritise the learning of important communication skills. They help children to use a range of pictograms and signs during class work. This helps all children to feel included.

The wide range of early years activities means that children can choose activities to develop their own interests and learning. This helps to ensure all are well prepared for future learning.

Pupils understand why it is important to respect people's differences.

Regular theme weeks and assemblies reinforce pupils' understanding of the school values. Pupils talk with pride about how friendly the school is. They know how to keep safe and have an appropriate understanding of online safety.

Leaders are developing a wide range of after-school clubs and trips. They ensure that all pupils have the opportunity to attend.

School leaders are determined to make sure that every pupil does as well as possible.

Where pupils need extra support, leaders prioritise this. Governors understand the school well and work closely with leaders. Leaders understand the range of demands on their staff and consider the workload of staff in planning priorities.

Teachers appreciate leaders' clear purpose and high ambition for all pupils.


The arrangements for safeguarding are effective.

Leaders and teachers know pupils extremely well.

Any pupils who may be at risk of harm are quickly identified. Leaders make sure that all staff receive up-to-date training to report concerns. This means that safeguarding issues are quickly raised and acted upon.

Safeguarding records are clear and thorough, showing referrals are made to other agencies where necessary.

Governors ensure that leaders regularly check their own safeguarding processes and record-keeping is effective. Leaders complete robust checks when recruiting new staff to the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not ordered the knowledge that pupils need to know in a sequential way. This means that pupils struggle to connect learning and form a secure foundation for future learning. Leaders should ensure that sufficiently detailed and sequenced plans are in place in all subjects to enable precise planning for knowledge acquisition.

• Leaders have not ensured that all teachers sufficiently check that pupils have learned what they need before moving on to new learning. This means that pupils are not always learning as much as they could. Leaders must develop teachers' expertise to enable them to explore what pupils know and remember and to identify any gaps in knowledge and skills that need to be remedied.

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