Heron Academy

What Ofsted said

From the inspection on 12 May 2026

Pupils enjoy being part of this school and feel welcomed, valued and understood. They build warm, respectful relationships with staff, who know them well and understand their special educational needs and/or disabilities (SEND). Staff use this knowledge to shape routines and daily practice so that pupils feel secure and ready to learn. Pupils take part in a wide range of learning, enrichment and community experiences that help them to grow in confidence and develop the skills they need for their next stages of life. Pupils benefit from being part of a caring community. They take on responsibilities such as helping in the library, supporting the café and keeping shared spaces tidy. These roles help them to develop independence and a sense of belonging. Behaviour is positive and poor behaviour is infrequent. Bullying is extremely rare and when it occurs it is dealt with firmly and supportively. When pupils find things difficult, staff respond calmly and skilfully so that pupils can regulate their emotions and return to learning quickly. Pupils feel safe in school. They attend regularly and like being at school. The environment is calm and supportive, which helps pupils become increasingly confident and independent. Staff adapt learning carefully so pupils can access lessons. As a result, pupils typically achieve well at all stages of their time in school. Pupils use a range of communication aids and strategies, and staff encourage them to use these confidently. Learning extends beyond the classroom, including, for example, with community visits, delivering food packages and practising travel skills. These experiences help pupils to apply what they learn in lessons and develop essential life skills. Pupils are extremely well prepared for their next steps. Older pupils enjoy being able to take part in work experience, a careers fair and the Duke of Edinburgh's Award activities. These opportunities help them to understand future pathways and build confidence and independence.

What the school should improve

• Leaders should strengthen and refine practice in applying sanctions as part of the school's approach to behaviour management.
• Leaders should continue their work to refine and strengthen the school's approaches to promoting pupils' learning and welfare, including through maintaining effective partnership working with external professionals, such as those in social care.
• Leaders should continue to embed processes that assure the quality of staff professional learning, particularly in relation to meeting the needs of staff and responding to pupils’ complex needs.

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