Heatherbrook Primary Academy

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About Heatherbrook Primary Academy

Name Heatherbrook Primary Academy
Website http://www.heatherbrook.co.uk/
Ofsted Inspections
Head Teacher Mrs Claire Beach
Address Astill Lodge Road, Beaumont Leys, Leicester, LE4 1BE
Phone Number 01162357721
Phase Academy
Type Academy sponsor led
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 179
Local Authority Leicester
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Heatherbrook Primary Academy enjoy the different opportunities that the school provides.

They talk positively about the trips that they go on, including visits to London and the battlefields at Bosworth. They also benefit from a vast array of clubs and activities, including coding club and dance club.

Staff have high expectations of pupils.

They are determined that all pupils, including those with special educational needs and /or disabilities (SEND), will receive the support that they need in order to be successful and achieve well.

Behaviour around the school is calm and orderly. Some pupils receive additional support which helps them to ...manage their behaviour.

Most pupils have a positive approach to their learning. Pupils value the respectful relationships that they have with staff at the school. They know who they can talk to if they have any worries or concerns.

Pupils feel safe. They know about how to keep themselves safe, including when online.

The school has recently opened a Nursery on the school site.

This has been welcomed by the local community. Parents value the opportunity for children to be able to start their school journey in the Nursery school.

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

The curriculum is broad and ambitious.

It begins in the early years and sets out what pupils will learn and do. Pupils regularly revisit their previous learning. Most teachers use modelling well to ensure that pupils can complete the tasks provided.

Most use questioning effectively to check pupils' understanding. However, in some subjects, teachers do not routinely provide pupils with work that will further develop their knowledge and understanding. Pupils do not always have the chance to deepen their learning.

Teachers are committed to helping pupils to develop a love of reading. Pupils talk about the books and authors they enjoy. They have access to a wide range of texts, including fiction, non-fiction and poetry.

Phonics is introduced as soon as children start school. Teachers help most pupils become accurate readers. Pupils at risk of falling behind their peers do not always benefit from precise advice connected to the aspect of reading they find most difficult.

Children in the early years access a vibrant environment to support their development. Children are happy and know their class routines. Staff create a warm and caring environment.

There is a focus on developing children's communication and vocabulary. Children are enthusiastic about their learning.

Pupils with SEND benefit from effective, personalised support.

Teachers adapt lessons to ensure that most pupils with SEND access the same curriculum as their peers. Those pupils with SEND who require extra help study a curriculum tailored appropriately to their needs in the school's 'Boost' provision.

Most pupils behave well and have positive attitudes to learning.

The school has established clear routines and expectations of pupils' behaviour. Pupils support each other in making the right choices.

There is a well-planned personal, social and health education programme in place.

Pupils are able to recall their learning about how to lead a healthy lifestyle. They learn about cultures and beliefs different to their own. Pupils are able to talk about the school's values and the importance of being respectful to others.

However, they struggle to recall their learning about fundamental British values.

Some pupils do not attend school as often as they should. Attendance is a high priority for the school.

The school has recently appointed an additional staff member to help support pupils to attend regularly. The school knows which pupils have low attendance and the reasons for this. At times, strategies that staff use to support families do not result in pupils attending school more regularly.

The governing body and trustees understand their roles and work together to ensure that pupils at the school have every opportunity to be successful. There are some new leaders across the school. Leadership roles have not always been clearly defined.

As a result, priorities are not always identified and acted upon swiftly and effectively. Staff at the school value the support from the trust. They appreciate the opportunities to work with other schools and the career development opportunities that they have access to.

Staff are proud to work at the school and many stated that they feel part of an 'extended family'.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, teachers do not routinely provide pupils with work that will further develop their knowledge and understanding.

As a result, pupils are not consistently able to deepen their learning and develop the sophistication of their understanding. The school should ensure that pupils have regular opportunities to extend their learning. ? Some pupils have low attendance.

This includes some disadvantaged pupils and pupils with SEND. This means they are not routinely benefiting from the curriculum enrichment opportunities offered by the school. The school must continue to do all it can to improve pupils' attendance and support those who have fallen behind due to absence.

The school has not ensured that leaders have clarity about their roles and responsibilities. This means that priorities and areas for development are not always identified in a timely manner. The school should ensure that leaders have clearly defined roles and responsibilities so that the school's improvement priorities are identified and solutions implemented.

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