Ofsted conducted a monitoring inspection of Heritage Park School on June 4, 2024, following two successive judgments of requires improvement. The purpose of this inspection was to assess the progress made by the school since its last graded inspection. The inspection involved discussions with the headteacher, senior leaders, staff, governors, and stakeholders, as well as classroom visits and reviews of relevant documentation.
The inspection found that while progress has been made, further work is necessary for the school to achieve a good rating. Staffing changes have occurred, including the addition of new members to the senior leadership team and the appointment of a new curriculum leader in English. The governing body has also seen changes, welcoming four new members. These changes have contributed to increased capacity and a renewed focus on curriculum development.
Leaders have prioritized curriculum refinement and development, engaging with various organizations for support. Professional development for middle leaders has been significant, aiding the positive changes observed since the last inspection. The school has focused on the areas for improvement identified previously, and leaders have ensured that the knowledge pupils are expected to learn is clearly outlined in curriculum plans. The curriculum has been designed innovatively, integrating personal, social, and health education elements to support pupils' personal development.
Staff have been actively involved in the curriculum's design and implementation, with a clear understanding of pupil targets. Subject leaders have provided support to both specialist and non-specialist staff, enhancing their subject knowledge and benefiting pupils in the classroom. The collaborative efforts of leaders at all levels have helped to map the school's core values across the curriculum, fostering a sense of unity and purpose.
The school has undergone a period of reflection and action, demonstrating a commitment to improving the curriculum. A robust quality assurance plan has been established, drawing on expertise from other institutions to ensure effective implementation. While some areas of the curriculum are still in the early stages of implementation, overall improvement is evident.
The headteacher's persistent focus on enhancing the quality of education is beginning to yield positive results. Staff are working collaboratively to meet the needs of pupils while maintaining high expectations. This period of change has been managed effectively, with staff feeling valued and supported.
Pedagogical choices in the classroom have become a focal point, encouraging staff discussions and informed decision-making based on research. Middle leaders are enthusiastic about the school's future and are now positioned to evaluate the impact of the subject curriculums on pupils' knowledge.
A strategic overview of personal development has been established, allowing leaders to create informed improvement plans. The connections between wider curriculum activities and classroom learning have become clearer, enabling teachers to support deeper learning. Pupils report feeling safe, happy, and listened to, with the personal, social, and health education curriculum fostering confidence and understanding of British values.
The school has made significant progress since the last inspection due to the collective efforts of leaders and staff. The direction set by senior leaders has been embraced by middle leaders and enacted by staff, with governors and improvement partners providing effective support and challenge. The changes implemented are in the best interests of the pupils, indicating a positive trajectory for the school.
