Heather Garth Primary School Academy

What Ofsted said

From the inspection on 30 June 2026

Pupils feel safe, well cared for and valued within the school community. They enjoy coming to school and attend regularly. Each day begins with a warm welcome, helping pupils settle positively into their learning. Pupils are confident in sharing any concerns with trusted adults, knowing they will receive support. Pupils understand how to keep themselves safe online and in the community. Although most pupils attain well in national tests, there is variability in how well staff teach the curriculum across the school. As a result, some pupils do not achieve as well as they could. This includes pupils with special educational needs and/or disabilities. Staff do not consistently identify and fill gaps in pupils’ basic skills. This means that errors in, for example, letter formation and punctuation persist over time. This affects pupils’ preparedness for the next stage of their education. Leaders, including those responsible for governance, have not acted swiftly enough to deal with these weaknesses in the quality of education. In the early years, staff encourage children to become confident, independent learners. Through active play, children develop important social skills, build resilience and learn the value of perseverance when faced with challenges. Throughout the school day, pupils demonstrate good manners and treat one another with respect. When pupils struggle to manage their behaviour, they receive sensitive support from specialist staff. Pupils have lots of opportunities to learn about the world beyond the school gates. The curriculum is adapted to reflect local issues and experiences. For example, pupils revisit topics such as racism to deepen their understanding of tolerance, equality and acceptance. A range of educational visits, themed days and weeks and visitors to school broaden pupils’ experiences. As a result, pupils gain growing knowledge of different careers, opportunities and lifestyles. In the broader curriculum, pupils benefit from a range of clubs that help them develop their creative and sporting talents.

What the school should improve

• Leaders, including those responsible for governance, should ensure that they take swift and effective action to deal with areas of the school's work that fall short of their high expectations so that pupils achieve their full potential.
• Leaders should ensure that they support staff to teach the curriculum consistently well across all subjects and to use timely assessment to make changes to teaching where necessary.
• Leaders should ensure that staff identify and address gaps in pupils' basic knowledge and skills swiftly so that pupils are better prepared for their next stage of education.
• Leaders should ensure that the adaptations which teachers make for pupils with special educational needs and/or disabilities are precisely matched to individual needs to support pupils to achieve well across the curriculum.
• Leaders should ensure that pupils develop detailed knowledge and skills within the offer for personal development, particularly in relation to knowledge and understanding of different faiths.

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