Heygarth Primary School

What Ofsted said

From the inspection on 2 February 2023

Heygarth Primary School is friendly and welcoming. The school's core values of resilience, honesty, courage, determination, readiness, respect and thoughtfulness are embedded throughout the school. Pupils enjoy the recognition that they receive when they model these values. They are keen to celebrate the rewards that they receive and this makes them feel happy. Pupils, including children in the early years, enjoy learning and display a curiosity in the world around them. They are considerate and accepting of others. Pupils support one another and act kindly towards each other. This helps them to feel included and safe in school. They know that there is always a trusted adult they can turn to for help. Leaders and staff have high expectations of pupils, including pupils with special educational needs and/or disabilities (SEND). To this end, leaders have established clear routines, which pupils follow diligently. During lessons, pupils try their best and this helps them to achieve well. They move around the school in a sensible way. At playtime, they play together happily and use the equipment together. For example, older pupils, who act as sports leaders, set up games during lunchtime for younger pupils. Pupils understand what constitutes bullying. Incidents of bullying are dealt with quickly and effectively by staff. There are many different opportunities on offer for pupils to enjoy and broaden their experiences. For instance, pupils spoke excitedly about a recent trip to Anglesey and an adventure holiday. There are many clubs that pupils enjoy, including board games, gymnastics and drama.

What the school should improve

• Leaders do not ensure that a small number of pupils who have fallen behind in their reading have sufficient opportunity to practise and secure some of the sounds that they have learned. As a result, these pupils do not become fluent and confident readers as quickly as they should. Leaders should ensure that these pupils receive appropriate support to practise new sounds so that they can become confident and fluent readers.
• In a few subjects, staff do not check that some pupils have understood learning before moving on to new content. This means that some pupils do not have the secure foundations on which they can build. Leaders should ensure that staff check pupils' understanding of earlier learning before moving on to more sophisticated concepts.

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