Ofsted conducted a monitoring inspection of Heycroft Primary School on October 3, 2023, following its previous graded inspection in February 2023, which identified serious weaknesses. The purpose of this monitoring inspection was to assess the progress made by the school since the last inspection, rather than to assign an overall effectiveness grade. The inspection involved discussions with the headteacher, executive headteacher, and chair of the interim executive board, as well as meetings with other leaders, lesson observations, and reviews of relevant documentation.
The findings indicate that while some progress has been made, significant work remains to be done for the school to no longer be classified as having serious weaknesses. Leadership and staffing have seen minimal changes, reflecting the confidence that colleagues have in the current leadership to implement necessary changes. The inspection focused on four key areas: pupil behavior, curriculum development, support for pupils with special educational needs and/or disabilities (SEND), and safeguarding processes.
Improvements in pupil behavior have been prioritized, with the introduction of a clear policy and training for staff. However, issues persist during break and lunchtime, where incidents of poor behavior are frequent. Plans are in place to enhance outdoor spaces to promote more constructive play. The curriculum has seen rapid improvements through cross-school collaboration, with clear guidance provided to staff on what to teach. However, the implementation of the new curriculum in lessons has been inconsistent, with lengthy explanations leading to diminished pupil engagement and incomplete tasks. Staff sometimes fail to address the quality of pupil work, resulting in inadequate learning outcomes.
The monitoring of curriculum implementation has not yet fully commenced, as leaders are cautious not to overwhelm staff. Curriculum leaders are eager to apply their training, and external experts are set to support them in evaluating and addressing weaknesses. The identification of pupils with SEND is accurate, but the support provided in class does not always align with documented plans. Leaders' checks on classroom practices for SEND pupils are infrequent, and staff require more guidance to effectively implement the necessary support.
While staff recognize the need for change, some are struggling to adapt to the increased expectations. Support is essential to help them understand the rationale behind these changes and how to integrate them into their daily practices. The school has established clear systems for managing safeguarding, resulting in a positive safeguarding culture. The interim executive board, composed of knowledgeable members, provides valuable insights and guidance to support school improvement efforts.
External support from the local authority has been beneficial, with focused reviews identifying issues and recommending actions for resolution. The school appreciates the follow-up visits that ensure sustained improvement. Overall, while there are positive developments in various areas, the school must continue to address the identified weaknesses to enhance the educational experience for all pupils. The commitment from leadership and staff, along with external support, is crucial for the ongoing improvement of Heycroft Primary School.
