Hounslow Heath Junior School

Name Hounslow Heath Junior School
Website http://www.hounslowheathjunior.co.uk/
Ofsted Inspection Rating Outstanding
Address Selwyn Close, Cambridge Road, Hounslow, TW4 7BD
Phone Number 02085701332
Type Primary
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 804 (52.5% boys 47.5% girls)
Number of Pupils per Teacher 18.8
Local Authority Hounslow
Percentage Free School Meals 16.7%
Percentage English is Not First Language 61.3%
Persistent Absence 6.5%
Pupils with SEN Support 16.6%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (06 July 2016)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

Hounslow Heath Junior is a much larger than average junior school. Currently, the school is in the process of expanding from four to seven forms of entry. The proportion of pupils who have special educational needs with support or with an education, health and care plan is higher than average. The school has a centre for pupils with physical disabilities. The proportion of pupils who speak English as an additional language is much higher than the national average. Pupils come from a range of different ethnic backgrounds, the largest group being those of Indian and Pakistani heritage. The school has an after-school club, Hounslow Heath after-school care scheme, which is an independent child care scheme. It was not part of this inspection The school currently meets the floor standards, which are the minimum standards for attainment and progress expected by the government. The school meets the requirements on the publication of specified information on its website.

Summary of key findings for parents and pupils

This is an outstanding school Following the previous inspection, the headteacher, senior leaders and governors implemented an ambitious and rigorous improvement programme. This has been highly successful in raising pupils? achievement The headteacher?s determination to make rapid changes has gained the full support of the staff. Leaders at every level demonstrate an ambition to succeed and to improve outcomes for pupils. There is a very strong focus on safeguarding pupils across the school. Governors have developed their skills through deep self-reflection and have very robust systems to hold the school leaders to account. The school is in the process of expanding from four forms of entry to seven. This has not distracted the leaders from their core work in improving standards. The school?s unvalidated assessment information from the 2016 tests at the end key stage 2 is well above national averages in reading, writing and mathematics. The school has an outward-looking culture and makes excellent use of the local authority peer challenge system to benchmark pupil outcomes. Middle leadership has been key to the success of the school?s improving performance and this group has a vital role in successfully implementing the development plan. Teaching is outstanding. All staff share the determination that no child will fail. As a result, planning is highly effective, lessons challenge all ability groups and learning time is maximised. School leaders are very accurate in their self-evaluation. Comprehensive monitoring of pupils? progress is highly effective in detecting any underachievement. Excellent use of the pupil premium grant has resulted in the disadvantaged pupils making at least the same progress as their peers in reading, writing and mathematics. Provision for pupils who have special educational needs and/or disabilities is outstanding. The centre for pupils with physical disability is a place where these pupils thrive. Staff are determined that the pupils are fully included in school activities. Pupils? behaviour is exemplary. In lessons they listen attentively and engage in activities with a relish to learn. The school ethos of ?enjoy, learn and achieve? is clearly embedded in everything the school does. Parents are appreciative of the support their children get from the teachers, particularly those pupils with complex needs.