Heaton Avenue, A Share Primary Academy

What Ofsted said

From the inspection on 21 May 2024

Pupils at Heaton Avenue are happy and safe. The school's behaviour policy clearly demonstrates the stages of consequences and rewards. Pupils and staff understand the traffic light system and behaviour is starting to improve. The school uses pupil leadership roles, such as playground buddies and school ambassadors, to exemplify good behaviour. In some lessons, pupils do not display behaviours that are conducive for effective listening and learning. Some adults do not intervene swiftly enough to address this disengagement. There have been significant changes to the school's leadership this year. There is a palpable determination to ensure that pupils experience a high-quality education. Following a review of the curriculum, the school has redesigned its curriculum structure this academic year. The school has ensured its curriculum better meets the needs of the pupils. However, this curriculum development is at an early stage. The school fosters pupils' character through its aim for them 'to be good humans'. Adults support pupils to resolve conflict, and to become independent and resilient. The school provides pupils with many opportunities for educational visits that enhance the revised curriculum. Pupils enthusiastically recall memorable visits to an agricultural show and a local wildlife park.

What the school should improve

• The school's curriculum has not enabled pupils to build knowledge and skills over time. This means pupils struggle to make links with what they have previously learned. The school should make sure that its new, revised curriculum is embedded securely to enable pupils to learn well across all areas of the curriculum.
• Phonics teaching is not aligned to what some pupils know. This means that the content of lessons does not meet the needs of some pupils. The school should ensure that its mechanism for checking what pupils know securely informs its phonics teaching.
• Some aspects of personal development are not as well developed as others. This means some pupils' knowledge is less secure around aspects such as British values, protected characteristics and world religions. The school should ensure that it considers more opportunities for pupils to develop their understanding in these areas.
• The quality of work pupils produce is variable. As a result, some pupils do not take care or pride over their presentation. The school should ensure its non- negotiables for presentation are adhered to.
• The school has not communicated the changes in the school's curriculum thinking and procedures to its families. This means parents are unclear about what their child is learning, preventing them from supporting their child effectively at home. The school should strengthen relationships with its parental community and ensure communication is clear.

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