Heath Mount Primary School

What Ofsted said

From the inspection on 21 April 2026

Pupils feel happy, safe and proud to be part of their school. Each morning, they arrive eager to start the day, often skipping through the gate. Staff welcome every child by name. Those pupils who find mornings difficult receive extra support at the breakfast club. This helps them to settle calmly before the day begins. Staff know the pupils extremely well, and pupils speak about their school and their teachers with confidence and warmth. Pupils behave well and attend school regularly. In class and social times, they are polite, cooperative and respectful towards each other and towards adults. Pupils trust the adults completely and know who to go to with a worry. They are certain that adults will listen and help. Pupils learn important knowledge and skills. The school teaches reading systematically and effectively through a structured phonics programme, and results improve each year. Pupils remember what they have learned, use the right vocabulary across different subjects, and write with real ambition. Those who join the school speaking English as an additional language, with special educational needs and/or disabilities (SEND), or significant personal challenges make real and meaningful progress. They take visible pride in what they achieve. Leaders know those pupils experiencing disadvantage and pupils with SEND well. These pupils receive the support that they need to succeed alongside their peers. Life at this school extends well beyond the classroom. Pupils take part in a range of music opportunities, including the choir. They attend a wide selection of after-school clubs and attend curriculum visits, including trips to local places of interest. Older pupils take part in a scholars programme, which exposes them to universities and raises their ambitions for the future. Pupils feel that they truly belong here.

What the school should improve

• Leaders should continue to ensure that additional adult support is consistently precise and builds all pupils' independence over time, including pupils with barriers to their learning.
• Leaders should continue their work to ensure that teaching is consistently effective across all year groups and subjects. They should ensure that errors and misconceptions are identified and addressed promptly and all pupils, including those with higher prior attainment, are appropriately challenged and stretched.
• Leaders should ensure that attendance remains a whole-school priority, continuing their work, particularly for pupils with special educational needs and/or disabilities and other relevant groups. These improvements in pupils' attendance should sustain and built over time.​​​​​​​​​​​​​​​​

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