Ofsted conducted a monitoring inspection at Heath Mount Primary School on June 29, 2021, following three consecutive judgments of requires improvement. The inspection aimed to evaluate the actions taken by the school to improve since the last full inspection. The findings indicate that school leaders and governors are taking effective steps toward making the school a good institution. However, there are several areas that require further attention.
The inspection acknowledged the impact of the COVID-19 pandemic on the school’s operations and the challenges it posed. Despite these challenges, the leadership structure has improved, with the appointment of a permanent deputy headteacher and two new assistant headteachers, which has strengthened the school's capacity for improvement. Curriculum planning has been updated, and expectations for both staff and pupils have increased. However, the report emphasizes that more work is needed to ensure these changes lead to sustained improvements.
The inspection highlighted that staff changes in key stage one have disrupted the pace of improvement in that area. Additionally, the pandemic has caused delays in implementing planned actions. Nevertheless, the school effectively managed remote education during periods of partial closure, receiving positive feedback from parents regarding their efforts.
In terms of reading, the leadership has established a structured program for teaching early reading, supported by staff training and resources. Staff are using the agreed approach consistently, which is yielding positive results. However, the report notes that more focus is needed on early pencil grip and letter formation, as well as on the effective use of spoken language by some staff.
Mathematics curriculum plans have also seen improvements, with staff aware of what to teach and when. Lessons are logically sequenced, and staff routinely check pupils' understanding before introducing new concepts. The leadership in mathematics is described as informed and ambitious, with a key priority being to ensure pupils learn the most efficient methods for calculations as soon as they are ready.
In other subjects, curriculum plans have been reviewed and revised, with attention to the progression of knowledge. The pandemic has delayed some implementations, but leaders are now moving forward with these plans. Subject leaders are expected to monitor the effectiveness of the updated curriculum, and training will be essential for them in this role.
The senior leadership team has strengthened but would benefit from additional guidance to enhance clarity and coherence in their communication. The current school development plan is described as overly complex and needs simplification to translate ambitious goals into specific actions.
Governance is improving, with the recruitment of governors with specific expertise and the establishment of new committees that enhance scrutiny and challenge. The governors have also initiated an external review of their work, reflecting their commitment to improving oversight.
The school continues to receive support from the local authority, which is valued by leaders and staff. They act on the recommendations provided, contributing to ongoing improvements.
Overall, while there are positive developments in leadership, curriculum planning, and governance, the school must address specific areas such as training for foundation subject leaders, consistent implementation of updated curriculum plans, and ensuring effective teaching methods in mathematics and early years. The commitment to improvement is evident, but sustained efforts are necessary to achieve the desired outcomes for all pupils.
