Heamoor Community Primary School

What Ofsted said

From the inspection on 6 May 2026

Pupils are proud of Heamoor Community Primary School. Staff prioritise warm and positive relationships with pupils to help them to feel safe and well cared for. As a result, they have no friendship concerns and know that staff will help them if they have any worries. Pupils say that bullying is rare. The school is typically calm and orderly, with pupils following expectations. Staff know pupils and their families well and provide effective pastoral support to help pupils’ wellbeing, such as with the support of the ‘family champion’. Most pupils enjoy coming to school. However, some pupils, including those who are disadvantaged or with special educational needs and/or disabilities (SEND), do not attend well enough. Leaders have rightly identified a need to improve the curriculum across many subjects so that staff are clear about what to teach and when. They have started to develop the expertise of staff in how best to teach the curriculum. However, many of these improvements are at an early stage and some pupils do not learn as well as they could, including some pupils with SEND. Variation in the teaching of the curriculum, starting in the early years, results in some pupils not gaining the depth of knowledge they need to be well prepared for future learning. Pupils are supported to be active and responsible citizens with opportunities where they can make a difference. These include pupil leadership roles, such as the older pupils buddying up with children in the early years, as well as debating in the pupil-led school parliament. Staff teach pupils to be kind to others, such as baking cookies for the community and spreading ‘January Joy’.

What the school should improve

• Leaders, including governors, should strengthen how they monitor and evaluate the impact of improvement work to secure more rapid and sustained improvement.
• Leaders should ensure that staff have the expertise to meet the needs of pupils with special educational needs and/or disabilities and check rigorously that support enables these pupils to learn the curriculum well.
• Leaders should ensure that teaching reflects high expectations so that learning tasks consistently match the ambition of the curriculum and help pupils build knowledge securely.
• Leaders should further develop the writing curriculum so that all pupils, including children in the early years, learn to write accurately and fluently.
• Leaders should improve attendance and punctuality so that fewer pupils are persistently absent, particularly those who are disadvantaged or pupils with special educational needs and/or disabilities.
• Leaders should ensure that staff in the early years use effective interactions and modelling consistently so that children develop the knowledge and skills needed for key stage 1.

Read the full Ofsted report (opens in a new tab)