School etc

Heath Primary School

Heath Primary School
Slack Lane

phone: 01246 850277

headteacher: Mrs K Neville


school holidays: via Derbyshire council

295 pupils aged 2—10y mixed gender
241 pupils capacity: 122% full

160 boys 54%

≤ 254a114b64c85y216y197y178y179y1410y19

135 girls 46%

≤ 273y204c85y236y197y248y139y610y11

Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 443911, Northing: 366405
GPS coordinates
Latitude: 53.193, Longitude: -1.3442
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 22, 2011
Region › Const. › Ward
East Midlands › Bolsover › Holmewood and Heath
Urban > 10k - less sparse
Free school meals %

rooms to rent in Chesterfield

Schools nearby

  1. 1.4 mile Temple Normanton Primary School S425DW (100 pupils)
  2. 1.5 mile Bramley Vale Primary School S445PF (124 pupils)
  3. 1.9 mile Deincourt Support Centre S425LE
  4. 1.9 mile North Wingfield Junior School S425LG
  5. 1.9 mile Deincourt Community School S425LE
  6. 2 miles North Wingfield Infant School S425LW
  7. 2 miles North Wingfield Primary and Nursery School S425LW (231 pupils)
  8. 2.1 miles Grassmoor Primary School S425EP (226 pupils)
  9. 2.3 miles Park House Primary School S458DB (218 pupils)
  10. 2.6 miles Palterton Primary School S446UN (94 pupils)
  11. 2.7 miles Tupton Primary School S426DY (235 pupils)
  12. 2.8 miles Pilsley Primary School S458EU (186 pupils)
  13. 2.8 miles Tupton Hall School S426LG (1670 pupils)
  14. 3 miles New Bolsover Primary and Nursery School S446PY (269 pupils)
  15. 3 miles Arkwright Primary School S445BZ (92 pupils)
  16. 3 miles Hasland Junior School S410LY (378 pupils)
  17. 3.1 miles Danesmoor Infant School S459BN
  18. 3.1 miles Hasland Hall Community School S410LP (731 pupils)
  19. 3.1 miles Sharley Park Community Primary School S459BN (391 pupils)
  20. 3.2 miles Brunel Unit S459LX
  21. 3.2 miles North East Derbyshire Support Centre S410LN (51 pupils)
  22. 3.3 miles Tibshelf Infant School DE555PP (193 pupils)
  23. 3.4 miles Clay Cross Infant School S459LQ
  24. 3.5 miles Bolsover Infant School S446DE (291 pupils)

List of schools in Chesterfield

Heath Primary School

Inspection report

Unique Reference Number 112564
Local Authority Derbyshire
Inspect ion number 363794
Inspect ion dates 22–23 June 2011
Reporting inspector Elaine Murray HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 246
Appropriate authority The governing body
Chair Mark Vaughan
Headteacher Kim Neville
Date of previous school inspection 11 December 2007
School address Slack Lane
Heath, Chesterfield
S44 5RH
Telephone number 01246 850277
Fax number 01246 850277
Email address reveal email: enqu…
Age group 3–11
Inspect ion dates 22–23 June 2011
Inspect ion number 363794


This inspection was carried out by two of Her Majesty's Inspectors and one additional
inspector. Inspectors observed nine teachers and visited 13 lessons; discussions were held
with parents, groups of pupils, governors and staff. Inspectors observed the school's work,
and looked at the school development plan, reports by the School Improvement Partner,
pupil progress data, the work in pupils' exercise books and lesson plans. Inspectors
scrutinised responses to 129 parental, 93 pupil and 27 staff questionnaires.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • The impact of improvements to leadership and management on outcomes.
  • The impact of the new curriculum and partnership working.
  • The effectiveness of the school's efforts to raise attendance.
  • The impact on pupils of being in a mixed Reception/Year 1 class.

Information about the school

Heath Primary is an average-sized primary school. Almost all pupils are of White British
heritage. The proportion of pupils known to be eligible for free school meals is much
higher than average. The percentage of pupils with special educational needs has in the
past been above national average but is currently in line with national figures.
The school provides nursery education but not childcare, as this is provided by a privately
owned nursery on the school site, which is a satellite to a children's centre. Most children
attend the school's nursery provision before transferring to school.
The school has specialist school's status in information and communication technology
(ICT) for the Specialist Schools Trust. The school has recently been awarded 'highly
commended' in ICT Excellence Awards in Best Whole School East Midlands category. The
school is involved in the Excellence in Cities Project and Derbyshire's Behaviour
Improvement Project. It has received several awards to recognise its work. These include
the ICT Mark, Basic Skills Quality Mark, ABC Anti-bullying Excellence Award, Activemark
and Artsmark.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

Heath Primary is a good school. It has some outstanding features. Leaders and managers
have set the establishment of a highly effective partnership with parents and carers at the
heart of its drive to ensure improvement in outcomes for pupils. This has had a positive
impact on pupils' good level of achievement and well-being. The school has a very caring
ethos and supports individuals well. Parents comment that 'The school really cares about
each child as an individual'. The school works extremely well with a broad range of
partners to support and develop pupils' learning and welfare, and raise their aspirations
for future success. This makes an excellent contribution to the development of pupils'
motivation for learning and good attendance. The exemplary safeguarding procedures
ensure that the school community is well protected, and pupils display an excellent
awareness of how to keep themselves safe.
Pupils enter Nursery with skills and knowledge below expectations for their age. They
make good progress in the Early Years Foundation Stage, and by the end of Reception
class the majority of pupils reach average levels of attainment. By the end of Key Stage 2
in most years pupil attainment is above average. This represents good progress for most
pupils, and outstanding progress for a minority. This is the result of good quality teaching.
The majority of the lessons observed by inspectors were good, and the rest satisfactory.
Good teaching is exemplified by positive relationships and effective use of a range of
teaching strategies to ensure that pupils are fully engaged in their learning. The quality of
marking of pupils' work and feedback to pupils does not consistently ensure that they
have a clear understanding of the targets for their next steps in learning.
The skills-based curriculum provides exciting learning experiences which contribute
effectively to pupils' enjoyment of school and enrich their learning well. Parents comment
'My child comes home full of enthusiasm about the teaching and learning taking place'.
Pupils' progress in developing ICT skills is strength. The curriculum is being effectively
developed and embedded, although at times there is insufficient emphasis on the
development of pupils' skills in lessons. Pupils behave well and this has a positive impact
on their learning. They are polite and welcoming to visitors. Pupils show pride in their
school and enthusiastically take part in taking on positions of responsibility within school.
Pupils develop a good understanding of other countries and but their understanding of the
key values and beliefs of different religions is less well developed.
Leaders and managers have a clear vision which is effectively shared with staff. Senior
leaders and governors have an accurate view of the school's strengths and weaknesses.
Governors provide effective challenge and support for the school. Systems for monitoring
pupils' progress are good and applied effectively to set future challenging targets and
target interventions for groups of pupils. The quality of teaching and learning is effectively
monitored. However, leaders recognise that current systems are not always sufficiently

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

rigorous in ensuring that all areas for development are built on in order to raise the quality
of teaching further. Improvements in attainment, partnerships, safeguarding practice and
attendance and clear plans for further improvement demonstrate the school's good
capacity for sustained improvement.

What does the school need to do to improve further?

  • Improve pupils' level of attainment and increase their rate of progress by:
    ensuring that the quality of marking and verbal feedback to pupils consistently
    ensure that all pupils have a clear understanding of the targets for their next
    steps in learning
    ensuring that there is more emphasis on the development of pupils' skills
    ensuring that all teaching is consistently good or better.
  • Further develop pupils' cultural awareness by providing them with more
    opportunities to learn about the key beliefs and values of different religions.
Outcomes for individuals and groups of pupils 2

Most pupils show very positive attitudes to work. They consistently do their best and make
good progress. Most lessons engage pupils well in learning. Pupils respond well to the
exciting opportunities for learning, such as making films. Since the last inspection, pupils'
attainment has risen to be above average in 2009. The school's data for 2010 indicate that
this increase has been sustained. Evidence from lesson observations show that in most
lessons attainment levels and rates of progress are good. There is no significant difference
in the achievement of different groups. Pupils with special educational needs and/or
disabilities, and those eligible for free school meals achieve well. Pupils who are gifted and
talented are provided with challenge to ensure their good progress. For example, they
took part in a workshop making radio programmes and learning to record these, with
positive impact on their social, ICT and literacy skills.
Through the skills-based curriculum pupils effectively develop skills that will contribute to
their future economic well-being. Pupils make excellent progress in developing ICT skills
as, for example, they learn to use individual small laptop computers. They demonstrate
good skill levels in literacy and numeracy. As a result of curriculum enrichment
opportunities such as links with local universities, pupils develop aspirations and
understand how to achieve them. Attendance is high, reflecting the effective efforts made
by the school to raise the rate of attendance, which in previous years has been average.
Pupils show an excellent understanding of issues relating to personal safety. They talk
with confidence about how they feel safe in school, and are fully confident that any issues
arising will be promptly and effectively dealt with by staff. Ninety-nine per cent of parental
and carers agree that the school keeps pupils safe.
Pupils show a good understanding of issues relating to healthy living, and take an active
part in running the school's healthy tuck shop. Pupils show pride in their school. Pupils
contribute positively to the life of their school many ways. For example, the school council
played a part in establishing secure fencing around the school, and the green team took
action to clear the maze in the school grounds and promote recycling.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

Pupils' spiritual, moral, social and cultural development is good. Pupils demonstrate good
moral awareness, as reflected in their good behaviour. They show good spiritual
awareness, as shown in times of refection during assembly and lessons. Pupils show
strong knowledge about other countries and cultures, but have more limited knowledge of
different religions.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 1
Pupils' behaviour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 2


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Pupils are responsive to the enthusiasm of their teachers, which promotes their motivation
and enjoyment of learning. In good lessons teachers use a variety of strategies to ensure
that learning is effectively developed and reinforced and that pupils' interest and
motivation are sustained. For example during a Key Stage 1 mathematics lesson, a variety
of questioning techniques and active involvement of pupils in using the interactive
whiteboard ensured that pupils' understanding of multiplication problems were effectively
checked and developed. Teachers ensure that pupils are given a clear understanding of
what they are expected to do and achieve in lessons. Some marking is of good quality and
gives pupils effective advice on how to improve their work. However, this quality is not
consistent and at times gives little indication to pupils of points for improvement. There
are clear systems throughout the school to ensure that pupils are set targets for
improvements. Not all pupils are familiar with these and therefore are not sufficiently clear

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

about their next steps in learning. Teaching assistants support pupils well and contribute
skilfully to pupils' good learning and progress.
The skills-based curriculum is designed effectively to met pupils' needs and interests. This
ensures that they are fully engaged in most lessons. There are good opportunities for
pupils to practise and develop their literacy, numeracy and ICT skills as they take part in
making, for example, a film or website. The curriculum is well enriched by opportunities
for pupils to develop skills in sport-related activities, and others such as hand bell ringing,
sewing and chess.
Pastoral care is good and the school works sensitively to meet the needs of vulnerable
children and their families. Effective strategies to promote good attendance for all pupils
have had a positive impact.

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

The senior leadership team are committed to further improvement. The work of the school
is effectively monitored and action plans are designed to tackle any identified weaknesses.
The governing body is fully engaged in setting priorities for improvement and effectively
challenges and supports the school in bringing about improvement. The school's
safeguarding practice is of very high quality. It reflects the most up-to-date knowledge
and uses all available means to pursue safety for the school community. Governors have a
clear understanding of their responsibilities with regard to safeguarding and play an active
part in regularly monitoring the effectiveness of school security and staff knowledge.
The school has established a highly positive partnership with parents. Initiatives to
increase the level of parental engagement in their children's learning have been highly
successful. Parents are consulted over issues such as improvements to the security
fencing in school and the content of the school's learning platform. The school ensures
that all parents are extremely well informed about their child's learning, well-being and
development. As a result of these measures, parents feel valued and respected as
partners in developing their children's learning and improving the life of the school. The
school's links with broad range of partners has a highly positive impact on outcomes for
pupils. The school works closely with the child care provider on the school site to share
accommodation and effectively meet the needs of Nursery children. Partnerships with local
primary schools have resulted in significant improvements to provision for gifted and
talented pupils. For example, some pupils have taken part in activities relating to
mathematics and physical education at local universities.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

The school is committed to providing equal opportunities for every pupil and works
effectively to meet the needs of different groups and individuals. The school's promotion
of community cohesion is good and it is developing plans to improve pupils' understanding
of the key beliefs and values of different religions. The school deploys resources well to
achieve good value for money.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and tackles
discriminat ion
The effectiveness of safeguarding procedures 1
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 2

Early Years Foundation Stage

The provision is well led and managed and ensures good outcomes for children across all
areas of learning. Typically, most children start with skill levels below those expected,
particularly in literacy and social skills. Good quality teaching and effective tracking and
monitoring of children's progress ensure that they make good progress and enter Year 1
with average levels of attainment.
Children have positive relationships with staff. They are motivated and enjoy the broad
range of activities provided in a welcoming environment. A positive and effective
partnership with the provider of childcare which operates on the same premises ensures
that children in the Nursery benefit from a well-organised and consistent approach to the
promotion of their learning and well-being. Adults know the children well and work
effectively to meet needs. An appropriate balance of adult-led and child-initiated activities
is provided, including for Reception children who are taught alongside Year 1 pupils.
Nursery children enjoy wearing their investigating hats, as they exploring whether objects
will float or sink, and during free flow time access a broad range of activities indoors and
outside. Reception class children show independence and enthusiasm as they excitedly
look for shapes outdoors.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Ear ly Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

Over half of parents and carers returned questionnaires, which is higher than average
compared with other primary schools. A small group or parents and carers also spoke to
the inspection team. The overwhelming majority express entirely positive views about the
school. They comment particularly on how happy their children are at school and how
much they benefit from the broad range of extra-curricular activities. There were no
particular trends in the very few negative comments received by inspectors. These
comments were discussed with the headteacher.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Heath Primary School to complete
a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school. The inspection team received 129 completed questionnaires by the end of the on-site
inspection. In total, there are 246 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 103 80 23 18 3 2 0 0
The school keeps my child
99 77 28 22 2 2 0 0
My school informs me about
my child's progress
78 60 43 33 8 6 0 0
My child is making enough
progress at this school
83 64 40 31 4 3 2 2
The teaching is good at this
90 70 35 27 4 3 0 0
The school helps me to
support my child's learning
80 62 42 33 6 5 0 0
The school helps my child to
have a healthy lifestyle
75 58 48 37 4 3 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
79 61 42 33 6 5 0 0
The school meets my child's
particular needs
89 69 38 29 2 2 0 0
The school deals effectively
with unacceptable behaviour
77 60 39 30 6 5 2 2
The school takes account of
my suggestions and concerns
71 55 48 37 6 5 0 0
The school is led and
managed effectively
80 62 46 36 1 1 0 0
Overall, I am happy with my
child's experience at this
88 68 39 30 2 2 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 46 48 6 0
Primary schools 6 47 40 7
Secondary schools 12 39 38 11
Sixth forms 13 42 41 3
Special schools 28 49 19 4
Pupil referral units 14 45 31 10
All schools 10 46 37 7

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 December 2010 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see

The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding sch ools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

24 June 2011
Dear Pupils

Inspection of Heath Primary School, Chesterfield, S44 5RH

Thank you so much for welcoming us into your school when we visited you recently. We
thoroughly enjoyed our time with you and would now like to tell you what we found out
about the school.
We judged your school to be providing you with a good quality of education. Your school
is very caring. Your teachers are teaching you well. You are able to take part in exciting
activities in your lessons, which help you to make good progress, particularly in ICT skills.
Your school gives you opportunities to do interesting activities after school, such as
gardening club, hand bell ringing and sports clubs to keep you fit and healthy. Staff invite
your parents to help you to learn at home and that is helping you to succeed. You carry
out your jobs in school well. You feel very safe in school and your school makes sure you
continue to stay safe.
Although your school is good, we think it can do things even better. For example, we have
asked your school to make sure that you are all familiar with your targets for learning and
are given enough information about what you need to do next when your work is marked.
Your school will also help you to learn more about other religions.
We were impressed by how polite and welcoming you were to us. You can help your
teachers by always trying your very best and continuing to be kind to one another.
Yours sincerely

Elaine Murray
Her Majesty's Inspector


print / save trees, print less