Heworth Church of England Primary School, located in York, North Yorkshire, continues to be recognized as a good school following its inspection on June 12, 2024. Under the leadership of headteacher Simon White, the school is part of the Pathfinder Multi Academy Trust, which provides additional oversight and support. The trust is led by CEO Andrew Daly and governed by a board of trustees chaired by John Hattam.
The school is characterized by a strong sense of community and a commitment to the holistic development of its pupils. The values of courage, perseverance, respect, and compassion are deeply embedded in the school culture, fostering an environment where students support one another in achieving these ideals. The school is described as having a family feel, contributing to a welcoming atmosphere that promotes happiness among students and staff alike.
Pupils at Heworth Church of England Primary School generally exhibit high standards of behavior and engage attentively with their teachers. Instances of bullying are rare, and when they do occur, staff respond swiftly to address the issues. Students feel confident in sharing their concerns with trusted adults, knowing they will receive the necessary support.
The curriculum is designed to provide a rich educational experience, enhanced by educational trips and visits from community members and professionals. These experiences bring learning to life and allow pupils to explore their interests through various extracurricular activities. Leadership opportunities, such as participating in the school council or serving as library monitors, further enrich the students' school experience.
In the early years, children are immersed in language development from the outset. They engage in activities that help them learn letter sounds and blending techniques, preparing them for future learning. The school excels in supporting early reading, with well-trained staff assisting pupils in developing their reading skills with increasing accuracy and confidence.
The curriculum is carefully structured to ensure that pupils acquire and retain essential knowledge across subjects. Teachers build on prior learning, connecting new concepts seamlessly. Regular opportunities for revisiting important knowledge help students remember what they have learned and apply it to new contexts. While some areas of the curriculum are still being refined, the school is making progress toward ensuring consistent achievement across all subjects.
The school recognizes the need for additional support for some pupils, particularly those who are disadvantaged or have special educational needs and disabilities (SEND). While pupils with education, health, and care plans receive appropriate support, there is a need for clearer guidance for other pupils with additional needs. This lack of clarity can hinder teaching staff's ability to provide the best possible assistance. The governing body is aware of this issue and is working to enhance strategic oversight to ensure all pupils receive the necessary support.
Pupils enjoy attending school and value their friendships. Older students take on mentorship roles for younger children, contributing to a supportive environment. The school emphasizes the importance of respect and tolerance, aligning with its core values. Most pupils meet the high expectations for behavior, and while some express concerns about occasional unkindness, they trust that staff will address these issues effectively.
Staff members feel supported and appreciate the training and development opportunities provided by the trust. Leaders are attentive to staff workload and well-being, fostering a positive working environment. However, the effectiveness of governance in holding leaders accountable is somewhat limited due to a lack of clarity regarding key improvement priorities.
The school's safeguarding arrangements are effective, with ongoing improvements to documentation and records to ensure pupil well-being is prioritized. The school is committed to continuous improvement, focusing on enhancing support for pupils with additional needs and clarifying its key improvement priorities to strengthen accountability and strategic leadership.