Heronsgate School

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About Heronsgate School

Name Heronsgate School
Website http://www.heronsgate.org.uk
Ofsted Inspections
Headteacher Mrs Jane Edwards
Address Lichfield Down, Walnut Tree, Milton Keynes, MK7 7BW
Phone Number 01908550811
Phase Academy
Type Academy converter
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 381
Local Authority Milton Keynes
Highlights from Latest Inspection

What is it like to attend this school?

The school is ambitious for pupils' academic and personal development.

Pupils enthusiastically meet these expectations. As a result, they enjoy school and achieve well across the curriculum.

Pupils behave positively and unanimously agree that school is a safe place.

They know what to do if they have concerns about bullying and feel reassured that adults will deal with any issues or concerns that they might have quickly and effectively. They also value the care that they receive at school. This includes the actions of 'anti-bullying ambassadors' and their regular use of the 'well-being scale'.

Parents speak highly of the school. As one parent said, 'T...he focus on well-being is just brilliant, we are forever grateful to them.' Both parents and pupils appreciate the breadth of the curriculum and the various additional activities that the school offers.

This includes clubs that are available to all pupils, ranging from sports clubs to arts-based activities. Pupil leadership is also an integral part of pupils' experience at the school. This includes being a reading buddy for younger pupils or an active member of the student council.

Through these highly appreciated opportunities, all pupils are supported to understand and demonstrate the school values.

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

All pupils are taught a broad and ambitious curriculum. Pupils with special educational needs and/or disabilities (SEND) are well supported by knowledgeable and caring staff who know the needs of their pupils well.

Most subject planning contains clearly defined knowledge that is well sequenced. Some subjects require further refinement to ensure that all pupils are supported to learn the most important content. The school has increased the training provided to staff to help them to teach the intended curriculum.

As a result, staff are equipped with secure subject knowledge, and this helps them to present ideas and key concepts clearly. However, when pupils have misconceptions or gaps in their knowledge, staff do not consistently adapt their teaching to secure pupils' understanding before moving on in the curriculum.

The actions that leaders have taken since the previous inspection to improve the teaching of early reading have been effective.

As a result, pupils struggling to read are quickly identified and staff provide high-quality additional support to help them to read confidently and fluently. An improved range of books and a variety of reading initiatives have also helped to increase pupils' confidence and reading enjoyment.

The school has a strong understanding of the reasons for pupil absence.

It takes quick and effective action to support pupils to attend well. Pupils are polite and respectful. Staff use consistent strategies to promote positive behaviour, and this ensures that pupils understand how they are expected to behave.

As a result, most pupils are confident that any behaviour that disrupts learning will be dealt with quickly. The school day finishes with a joyful 'story time' session that encapsulates the school's ethos of encouraging positive approaches to learning.

Pupils are taught about their health and well-being and also know of the importance of keeping their minds healthy.

They learn how to stay safe online and know what to do if they feel unsafe. Through subjects including personal, social and health education and religious education (RE), pupils are also taught important knowledge about other cultures. As a result, pupils are encouraged to embrace their uniqueness and celebrate diversity in school and the wider community.

Governors are very passionate about their roles, and they demonstrate a secure understanding of the school's strengths and areas for development. They bring a useful blend of expertise from across the education sector and beyond. As a result, they work well with leaders within the school to provide suitable challenge and support.

The school community is acutely aware of the rapid developments since the previous inspection. Leaders are taking action to support all staff, including early careers teachers, to manage their workload and well-being.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff do not consistently check how well pupils have understood what they are being taught. This means that some pupils with lower prior attainment are not routinely provided with the support that they need to quickly address misconceptions before moving on. The school must ensure that staff select appropriate methods to routinely check pupils' understanding and use that information to adapt their teaching.

• Some subject curriculums are at an earlier stage of implementation. This means that some pupils are not able to make links between concepts securely that enable them to build and connect their knowledge over time. The school must ensure that it continues to provide staff with the training and support required to securely and consistently implement the intended curriculum.

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