Herons Dale School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school.

Achievement is improving as senior leaders have raised expectations and are rigorous in their drive for success. Pupils make good progress overall. Behaviour in the school is outstanding.

There is a safe and caring approach and the welfare of pupils is given a high priority. Pupils engage in learning very well as they feel safe and are able to enjoy the opportunities to learn and develop increased independence. The quality of teaching is good and improving.

At times it is outstanding, particularly in the Reception classes. The best of teaching is inspirational, encouraging pupils to develop communication skills very effectively ...and take part in a wide range of new and interesting activities. At times teaching does not yet focus precisely enough on all pupils' learning during lessons.

The headteacher and the deputy headteacher are working very effectively to drive the school's further development. The work in developing assessment and tracking has been strong and they are aware of the need to develop this further. The headteacher and deputy headteacher have a very clear understanding of the school's strengths and have a strategy to develop leadership capacity at all levels.

There are very strong links and transition planning with secondary provision to help ensure all pupils can build on the strong foundations built in Herons Dale School. It is not yet an outstanding school because : The impact of teaching is not yet outstanding overall. Learning at times is not focused sharply enough and teachers do not always make best use of teaching assistants.

The impact of leaders at all levels is not strong enough yet. The headteacher and deputy headteacher are able to bring about strong improvements. The governing body is developing.

It is not yet systematic enough in holding the school to account and monitoring school performance.

Information about this school

Herons Dale School caters for pupils with a wide range of special educational needs including severe learning difficulties (SLD), multiple learning difficulties (MLD), profound or multiple learning difficulties (PMLD), speech, language and communication needs and Autistic Spectrum Disorders (ASD). A number of pupils also demonstrate challenging behaviour.

All pupils have a statement of special educational needs. The proportion of pupils eligible for the pupil premium (additional government funding) is above average. There are few pupils with minority ethnic heritage or who have a first language that is not English.

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