Heckington St Andrew’s Church of England School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Heckington St Andrew’s Church of England 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 Heckington St Andrew’s Church of England School.

To see all our data you need to click the blue button at the bottom of this page to view Heckington St Andrew’s Church of England School on our interactive map.

About Heckington St Andrew’s Church of England School


Name Heckington St Andrew’s Church of England School
Website http://www.heckington.lincs.sch.uk/
Inspections
Ofsted Inspections
Headteacher Mrs Judith Bentley
Address Heckington St. Andrew’s C of E Primary School, Howell Road, Sleaford, NG34 9RX
Phone Number 01529460633
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 168
Local Authority Lincolnshire
Highlights from Latest Inspection

What is it like to attend this school?

This is a happy school where relationships between pupils and staff are positive. Pupils are nurtured, cared for and get the help that they need.

As one pupil said: 'Teachers are always nice. They make it easy for us to learn. If we need any help, we get it.'



Behaviour is consistently positive. Pupils are polite and courteous. They behave well in lessons and around the school.

They listen attentively in collective worship. Breaktimes are happy and sociable times for pupils. Older pupils set a positive example for younger ones to follow.

Pupils say that the school's 'five Rs' are important to them. They understand the importance of respect,... relationships, responsibility, resilience and reverence. They take these seriously.

Bullying is rare. Pupils know the different forms that bullying can take. They know what to do should it occur.

They have every confidence that staff will help them if they have a problem or concern.

Pupils work hard in lessons. Attitudes to learning are consistently positive.

The school's curriculum is at a very early stage of implementation. As such, pupils have not yet begun to learn and remember the curriculum as well as they should.

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

Despite the challenges presented by the pandemic, the school has made significant progress in securing improvements since its last inspection.

Leaders have very recently overhauled the curriculum. The vast majority of subjects are well planned and sequenced. In most subjects, curriculum plans set out what pupils are expected to learn and remember at each stage of their education.

However, in a small number of subjects, the order in which content is taught has not been finalised. In these subjects, while the curriculum sets out what pupils are expected to learn each year, it is unclear about the order in which this is taught.

Teachers plan lessons that are engaging and cover content that builds sequentially on what pupils have previously been taught.

In most classes, teachers check carefully on how well pupils are learning the curriculum. However, this is inconsistent. In some classes, teachers do not set work that is matched carefully enough to what pupils need to learn next.

This means that some pupils do not complete their work in lessons, or others complete it too quickly.

Phonics is taught well. The phonics programme sets out the sounds that pupils should know at each stage of their education.

Staff have been trained well. As a result, phonics is taught consistently well across the school. Pupils remember the sounds that they have been taught.

Reading books are matched to the sounds that pupils know. Pupils soon become fluent readers.

Older pupils demonstrate a love of reading.

They are familiar with a wide range of books and authors. They enjoy reading challenging texts in lessons and listening to teachers read. Pupils who begin to fall behind in reading get extra help.

However, the reading curriculum for key stage 2 is not yet fully sequenced. It does not set out precisely enough when each aspect of reading will be taught. Leaders are in the process of addressing this.

The early years curriculum is well planned and sequenced. It sets out what children are expected to learn and be able to do at each point in the Reception Year. The knowledge that children are expected to learn builds cumulatively over time.

Activities in the early years support children in gaining the knowledge that they are expected to learn.

Pupils with special educational needs and/or disabilities (SEND) get the help they need to learn the curriculum. The special educational needs coordinator (SENCo) checks regularly to make sure that the help they get is appropriate.

However, some of the written targets that are set for these pupils are not precise enough. They do not make clear how gains in pupils' knowledge and acquisition of skills will be measured over time. This can limit the rate of progress that pupils with SEND are making.

Pupils enjoy the roles that they take on in school. They are proud of the worship wardens and school learning councillors. They are proud of the initiatives that they have introduced, such as 'Toastie Tuesdays' and the pupil led Eco-Club.

Pupils recognise that everyone is unique. They celebrate this.

Senior leaders are ambitious and have secured many improvements since the last inspection.

Their 'five Rs' vision is embraced by pupils and staff. Staff are united and hold leaders in high esteem. Leaders know what needs to be done to strengthen the curriculum and to help pupils remember what they have learned over time.

The governing board has a broad range of skills, which helps it to hold leaders to account. Governors have a robust understanding of their safeguarding responsibilities.

Safeguarding

The arrangements for safeguarding are effective.

Staff are quick to identify where pupils need help. They know the indicators to look out for. All safeguarding concerns are recorded, no matter how minor they might appear.

The records that leaders log and maintain are comprehensive.

Pupils know how to stay safe. They know who to go to if they have a worry or concern.

They know that leaders will help them. Leaders know which pupils are at risk of harm. Leaders take decisive action to keep pupils safe.

Pupils benefit from a range of help, including counselling and emotional support.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Many parts of the curriculum are at a very early stage of implementation. The curriculum has not yet fully ensured that pupils know and remember what is intended.

Leaders should continue to implement and embed the curriculum so that pupils know and remember what they have learned over time. ? Some parts of the curriculum, including reading, are not yet fully sequenced. The curricular plans do not make clear what pupils should know and remember at each point during the school year.

Leaders should ensure that the curriculum is fully planned and sequenced across all subjects. ? There are some inconsistencies in the implementation of the curriculum. Teaching does not always provide pupils with activities that will help them to learn the intended knowledge.

This means that pupils do not learn the curriculum as well as they could. Leaders should ensure that teachers consistently provide challenge and support for all pupils during lessons. ? Pupils with SEND get the help that they need to access the curriculum.

However, some of the targets that are set for these pupils are not precise enough. This means that staff are not clear about how improvements will be measured over time. Leaders should ensure that targets for pupils with SEND are clear and measurable, which will help to determine more accurately the next learning steps for these pupils.

Also at this postcode
Heckington Pre-School

  Compare to
nearby schools