Heytesbury Church of England Primary School, located in Wiltshire, underwent an inspection on March 13 and 14, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also marked as requiring improvement. However, the school demonstrated good behaviour and attitudes, as well as personal development among its pupils.
Pupils at Heytesbury Primary School enjoy attending and feel a strong sense of community, often describing the school environment as familial. The introduction of mixed-age family lunches has been well received, fostering interaction and discussion among different age groups. The school’s Christian values play a significant role in shaping the pupils' experiences, and while these values are understood and embraced, the curriculum does not consistently ensure that pupils retain knowledge over time. This gap in the curriculum affects the learning outcomes for pupils, including those in the Reception class.
The behaviour policy is clear, and pupils are aware of the expectations set by teachers. They appreciate the rewards system, which motivates them to meet these expectations. Instances of bullying are reported to be rare, and pupils feel safe and supported by the staff, who are responsive to their concerns.
Despite the positive aspects, the school faces challenges in delivering a high-quality education. Leaders have a commendable vision for inclusivity and ambition, but staffing changes have hindered progress. The curriculum has been designed to align with national standards, yet there is a lack of clarity regarding the specific knowledge that pupils are expected to learn in various subjects. This issue is also present in the early years, where the sequencing of topics does not effectively build on prior knowledge.
In the early years, children have access to a variety of resources and learning opportunities through play. However, staff do not always facilitate the consolidation of learning effectively, as the activities chosen may not be precise enough to support this process. Subject leadership is underdeveloped, with leaders not fully aware of how well pupils are learning in their respective subjects. Consequently, pupils often struggle to recall previous learning, and teaching does not always cater to their starting points.
While reading is a priority, and pupils enjoy engaging with a range of texts, the overall curriculum needs to be more effectively sequenced to enhance understanding of key concepts. Leaders have made strides in identifying the needs of pupils with special educational needs and disabilities, ensuring that their plans are specific and measurable. However, the implementation of these plans in subjects outside of English and mathematics remains unclear.
Pupils receive a well-structured education on relationships and personal development, demonstrating respect for diverse beliefs and opinions. The school maintains effective safeguarding arrangements, prioritizing pupil safety through regular training and thorough recruitment processes. Staff are knowledgeable about safeguarding protocols, ensuring that concerns are addressed promptly.
In summary, while Heytesbury Church of England Primary School has a nurturing environment and strong community ties, it must address significant gaps in its educational provision. Leaders need to clarify the curriculum's knowledge sequencing and enhance subject leadership to ensure that all pupils are adequately challenged and supported in their learning journey.
