School etc

Heather Avenue Infant School

Heather Avenue Infant School
Heather Avenue

phone: 01603 426438

headteacher: Mrs Sheela Bream-Hardy Ma

reveal email: off…

school holidays: via Norfolk council

130 pupils aged 4—6y mixed gender
120 pupils capacity: 108% full

75 boys 57%


55 girls 42%


Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 621514, Northing: 312003
GPS coordinates
Latitude: 52.66, Longitude: 1.274
Accepting pupils
5—7 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 7, 2012
Region › Const. › Ward
East of England › Norwich North › Hellesdon South East
Urban > 10k - less sparse
Free school meals %

rooms to rent in Norwich

Schools nearby

  1. 0.5 miles Firside Junior School NR65NF (282 pupils)
  2. 0.6 miles Catton Grove Middle School NR33TP
  3. 0.6 miles Catton Grove First and Nursery School, Norwich NR33PZ
  4. 0.6 miles Kinsale Infant School NR65SG (159 pupils)
  5. 0.6 miles Kinsale Junior School NR65SG (194 pupils)
  6. 0.6 miles Include Norfolk NR33UA (87 pupils)
  7. 0.6 miles Mile Cross Primary School NR32QU (453 pupils)
  8. 0.6 miles Catton Grove Primary School NR33TP (632 pupils)
  9. 0.7 miles Norman First and Nursery School, Norwich NR32QU
  10. 0.7 miles Hellesdon High School NR65SB
  11. 0.7 miles Hellesdon High School NR65SB (1272 pupils)
  12. 0.8 miles Hall School NR67AD (74 pupils)
  13. 1 mile Arden Grove Infant and Nursery School NR66QA
  14. 1 mile Garrick Green Infant School NR67AL (166 pupils)
  15. 1 mile Arden Grove Infant and Nursery School NR66QA (224 pupils)
  16. 1.1 mile Mile Cross Middle School NR32EY
  17. 1.1 mile Dowson First School NR32EY
  18. 1.2 mile Old Catton CofE VC Junior School NR67DS (157 pupils)
  19. 1.2 mile St Christopher's School NR67DE
  20. 1.3 mile Lodge Lane Infant School NR67HL (222 pupils)
  21. 1.4 mile Angel Road Infant School NR33HR (239 pupils)
  22. 1.4 mile Sewell Park College NR34BX (862 pupils)
  23. 1.5 mile Angel Road Junior School NR33HS (318 pupils)
  24. 1.6 mile White Woman Lane Junior School NR67JA (253 pupils)

List of schools in Norwich

Age group 4–7
Inspection date(s) 7–8 March 2012
Inspection number 380132

Heather Avenue Infant School

Inspection report

Unique reference number 120916
Local authority Norfolk
Inspect ion number 380132
Inspect ion dates 7–8 March 2012
Lead inspector John Mason

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

Type of school Infant
School category Community
Age range of pupils 4–7
Gender of pupils Mixed
Nu mber of pupils on the school roll 108
Appropriate authority The governing body
Chair June Wigg
Headteacher Sheela Bream-Hardy
Date of previous school inspection 9 July 2007
School address Heather Avenue
Telephone number 01603 426438
Fax number 01603 402673
Email address reveal email: h…


Inspection team

John Mason Additional inspector

This inspection was carried out with two days' notice. Eight lessons or parts of
lessons were observed and all teachers present during the inspection were seen
teaching at least once. Meetings were held with the headteacher, senior staff,
members of the governing body and two groups of pupils, one of which read to the
inspector. The inspector took account of the responses to the on-line questionnaire
(Parent View) in planning the inspection, observed the school’s work, and looked at

the school’s self-evaluation, its development planning, a range of policies and

records, minutes of the governing body, curricular planning and documents relating
to the care and safety of pupils. The inspector also took account of the 45 parental
questionnaires submitted.

Information about the school

Heather Avenue Infant is smaller than most infant schools and mainly serves the
immediate community. Most pupils spend their whole infant education at the school.
The proportion of pupils known to be eligible for free school meals is broadly
average. The proportion of pupils from minority ethnic groups and those who speak
English as an additional language is low, but increasing. The proportion of disabled
pupils and those who have special educational needs is above average, but the
proportion of pupils with a statement of special educational needs is very small.
Shortly after the last inspection the school changed from being a first school to an
infant school.
The provision includes the Early Years Foundation Stage curriculum in the Reception
class. The school has a privately run nursery on site, the inspection of which is
reported separately. The school’s work has been recognised by the British Council
Full International School award, Arts Mark Gold, Healthy Schools (Enhanced) status
and the Eco-School (Silver) award.

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

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

Inspection judgements

Overall effectiveness 1
Achievement of pupils 1
Quality of teaching 1
Behaviour and safety of pupils 1
Leadership and management 1

Key findings

  • This is an outstanding school. Pupils make rapid progress in their learning and
    develop excellent highly positive attitudes. They engage in a wide range of
    activities, in the arts and in sports, enabling them to develop excellent social
    skills, a strong basis for deeper cultural understanding, and clear moral and
    spiritual values.
  • Pupils’ achievement is outstanding. By the end of Year 2 pupils are on average
    four terms ahead of other children of their age in their mathematical
    understanding and over three terms ahead in their reading and writing.
  • Teachers have an expert knowledge of teaching techniques and apply these
    creatively across the whole curriculum. Teachers use imaginative approaches
    which engage pupils to think with growing independence about their learning.
    Marking is thorough. Pupils are ambitious to achieve their targets and teachers
    use assessment data very well to adapt planning and provision to ensure that
    no pupil gets left behind.
  • Pupils’ exemplary behaviour is the result of a very clear focus, that pupils
    respect one another’s various abilities and differences. Pupils contribute to
    determining expectations of behaviour and openly express any concerns they
    may have. They know and appreciate that adults are totally committed to
    ensuring their safety.
  • Senior leaders focus relentlessly on developing very high standards of classroom
    practice. All staff take on responsibilities and undertake professional
    development willingly, contributing highly effectively to improving the school’s
    performance. The outstanding and constantly evolving curriculum ensures
    pupils are highly motivated to learn. The governing body supports the school
    effectively, but is over-reliant on a core group of experienced and committed
    members. Several new members have not yet received training and other
    governors are not yet equipped to take on more senior roles as the need arises.

What does the school need to do to improve further?

  • Strengthen the governing body by the end of the current school year, so as to
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    sustain and improve its ability to challenge school by:
    rapidly training new governors
    preparing members of the governing body to take on senior roles as and
    when they are required.

Main report

Achievement of pupils

Pupils currently in Year 2 are on course to maintain the outstanding outcomes in
reading, writing and mathematics of earlier cohorts. In mathematics pupils rise
impressively to the challenge of multiplying double-digit numbers they have
generated themselves in games which fully capture their interest. They write both
descriptive and imaginative texts with a sense of excitement in their learning, such
as in describing the nature of different planets, with well sequenced and accurately
punctuated sentences. All pupils read with a sure grasp of linking letters and sounds.
They understand and express opinions about books they read. More-able pupils
rework texts they have read to consolidate comprehension skills. Pupils’ written work
is neatly presented. Many already use fluent joined-up writing and tidily presented

mathematical work supports ordered thinking.

The Year 1 cohort, which is not as strong, is now making very good progress
because early assessment in the Reception classes has enabled the school to adapt
the Year 1 curriculum to meet their needs in a highly effective way. Their attainment
in reading is now above that of other pupils of their age.
Progress in the Reception classes is outstanding, with children gaining a sure grasp
of basic addition and reading phonetically challenging words with considerable
success. Children enter the school, with skills and experiences broadly in line with
expectations. However, there has been marked variation from year to year: some
cohorts come in above expectations. In all cohorts, children’s social and emotional
development is strong on entry. Staff in Reception classes skilfully build on this, so
that children soon gain excellent dispositions to learning and make rapid progress in
all areas of learning, including in their acquisition of early literacy and numeracy
The early identification of disabled pupils and those who have special educational
needs enables effective support to be quickly assigned. These pupils make excellent
progress from their various starting points. Pupils who speak English as an additional
language settle very quickly and also make excellent progress.
All parents who returned questionnaires agreed and over two thirds strongly agreed
that their children make good progress. Inspection findings found that most pupils
make outstanding progress.

Quality of teaching

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

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

Teachers consistently produce good or outstanding lessons in which pupils learn and
progress at a very rapid rate. Lessons are imaginative, using a wealth of curricular
resources and exciting strategies to engage pupils of all abilities in their learning. For
example, lessons in the new cookery room not only give children practical skills
which help them to understand nutrition and diet, but lead to interesting follow-up
which consolidates and extends their literacy and numeracy skills. Lessons are pacey
and dynamic and include an impressive range of teaching skills. Teachers assess the

quality of pupils’ learning in the classroom highly effectively and they adapt their

questioning. They know individuals’ preferred learning styles very well and plan
lessons which both suit and challenge all pupils. Practical activity, such as ‘brain gym’
or acting out their learning, contributes strongly to pupils’ high levels of
concentration. Relationships in class are excellent, contributing to pupils’ outstanding
spiritual, moral, social and cultural development. Pupils work very constructively in
paired and group learning. In a Year 2 music lesson, pupils exhibited very careful
listening skills in their class composition inspired by the planets and their
constructive, critical comments reflected a particularly strong spiritual and artistic
awareness. Teaching assistants are well trained and able to deliver highly effective

individual and small group support, as well as providing accurate and informative

assessment of pupils’ development.

Rigorous and regular assessment enables teachers to track pupils’ progress

meticulously and to set targets which are both challenging and achievable. Pupils
have an excellent knowledge of their targets and are ambitious to achieve them.
Thorough marking, which consistently corrects errors in pupils’ work and provides
supportive comments about the next steps in their learning, helps pupils to reach
their targets speedily.
All parents and carers who submitted questionnaires felt teaching was good and that

the school helps them to support their children’s learning effectively. The inspector

found that teaching was outstanding overall.

Behaviour and safety of pupils

Pupils’ behaviour is exemplary in class and around the school. In the Reception

classes children listen to one another attentively, empathising with different emotions
and developing respect and understanding for each individual. In one class, for
example, children sensibly waited their turn to paint on the easels, watching and
appreciating the work of their peers. ‘That’s great’ exclaimed one boy amazed by a
beautiful flower painted by the girl he stood behind. Pupils respond extremely well to
the well-structured messages of the circle time, philosophy and assemblies which
cultivate spiritual and moral values, such as tolerance, resilience or wisdom. This is
apparent in their attitudes to learning and in the effectiveness of initiatives proposed
by the school council. For example, they have helped develop the ‘golden rules’ of
school behaviour, including keeping the canteen a quiet area for eating and limiting
numbers using playground apparatus, in order for play to be safe and enjoyable for

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

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

Since the previous inspection, no pupils have been excluded. Incidents are very
carefully recorded and monitored for emerging patterns of behaviour, so that
support, including the involvement of parents and carers, can be implemented before
concerns escalate. Pupils understand that bullying involves more than the odd
isolated incident. Occasionally, comments made by individuals can cause upset to
others, but pupils know to tell an adult if anything becomes persistent. Almost all
parents and carers who submitted questionnaires agreed that any bullying, on the
very rare occasions it occurs, is dealt with promptly and effectively so that pupils are
safe. All agreed and two thirds strongly agreed that behaviour is good.
Due to the unstinting efforts of staff to engage parents and carers, attendance has
risen over the last two years and is now above average. Support for pupils whose
circumstances may make them vulnerable is of high quality, enhanced by a
confidential counselling service and close home-school liaison. There is almost no
persistent absence. Punctuality to school and to lessons is very good and there is a
calm, orderly feel to all activities in the school.

Leadership and management

The pursuit of excellence underpins all activities in the school. Staff have excellent
opportunities for their professional development and disseminate their training to one
another for the benefit of all children. All staff take on responsibility willingly. They
use tracking data and observe one another teach to identify ways of improving
provision. Teachers contribute to a detailed and commonly shared development plan.
As a consequence, the school has an excellent understanding of its strengths and
The outstanding and constantly evolving curriculum enthuses pupils in their learning
and promotes spiritual, moral, social and cultural learning extremely well. Core skills
are developed systematically, with particularly impressive results in mathematics. In
topic work, strong gains in scientific, artistic and cultural knowledge are enhanced by
many opportunities to apply learning in literacy and numeracy. Pupils have many
stimulating encounters with other cultures and languages. Adaptations to the Year 1
curriculum are proving highly successful at addressing the much wider range of
learning needs which this year group possesses. Outdoor learning raises the self-
esteem of less confident pupils. Visitors enhance the curriculum effectively and
display, such as the art work undertaken with a professional artist, attests to the
stimulating environment for pupils’ learning. Close links to local churches and the

‘inter-generational’ club, which cultivates contacts to local people of all ages, ensure

pupils’ understanding of community organisations is good. Pupils talk excitedly of the
very wide range of clubs on offer for such a small school and almost all participate in
at least one, often many more.

The school’s arrangements for safeguarding pupils meet statutory requirements and

a strong ethos for promoting equality and tackling discrimination pervades the
school’s work. The governing body has a high level of expertise in social work and

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

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

ensures the school is well placed to seek additional support when complex cases
present themselves. Parents and carers engage enthusiastically with the school, such
as in fund-raising events or working alongside their children to understand the new
computerised learning platform. They hold the school in extremely high regard and
agree almost unanimously that the school responds well to their concerns and keeps
them well informed.
Despite some inexperience among some members of the governing body, the school
has exceptional capacity for sustaining improvement. The school promptly addressed
the points for development from the previous inspection and each year pupils’
attainment has risen ever higher. The core group of governors bring skill and
expertise to the governing body, but new governors have not yet undertaken
governor training and procedures to ensure continuity in key roles are not


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

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 46 46 8 0
Primary schools 8 47 40 5
14 38 40 8
Special schools 28 48 20 4
Pupil referral
15 50 29 5
All schools 11 46 38 6

New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data 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 schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.

Percentages are rounded and do not always add exactly to 100.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning and development taking account of their

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Attendance the regular attendance of pupils at school and in

lessons, taking into account the school’s efforts to
encourage good attendance.

Behaviour how well pupils behave in lessons, with emphasis

on their attitude to learning. Pupils’ punctuality to

lessons and their conduct around the school.

Capacity to improve: the proven ability of the school to continue

improving based on its self-evaluation and 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 governors and 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.

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.

Safety how safe pupils are in school, including in lessons;

and their understanding of risks. Pupils’ freedom

from bullying and harassment. How well the school
promotes safety, for example e-learning.

9 March 2012
Dear Pupils

Inspection of Heather Avenue Infant School, Norwich, NR6 6LT

Thank you very much for being so welcoming when I recently visited your school. I
very much enjoyed talking with you, listening to you read and seeing you learning in
lessons. Your opinions were very helpful to the inspection. Please also thank your
parents and carers for completing their questionnaires. I agreed with Mrs Bream-
Hardy, her staff and your parents and carers that Heather Avenue is an outstanding
school. Well done to pupils and teachers alike! Here are some of the things that I
think you do very well.

  • You make outstanding progress in your learning because teachers prepare
    exciting lessons and make sure that you understand how to improve your work
    at every opportunity.
  • Pupils in Year 2 do better in reading, writing and mathematics than in most
    infant schools in the country.
  • You play extremely well with one another and show a lot of respect for others,
    including your teachers.
  • You enjoy getting involved in the clubs and all the other interesting activities
    the school provides to widen your horizons.
  • You enjoy the challenge of trying to meet your targets and improving your

The school is very well led by Mrs Bream-Hardy and her team. They make every

effort to ensure that you are safe in school and that pupils who need help with their

learning or experience difficult circumstances are given every support to succeed.
The governors, who hold the school to account, have had many changes recently.
Because of this, I am asking them to make sure that they train up the new governors
well and make sure that there is always someone ready to take on important roles
when changes happen in the future. This does not affect you directly very much, but
it is important for the school.
I hope very much that you will continue to support your teachers to improve the
school further by concentrating hard in class and meeting your targets even quicker.
Yours sincerely
John Mason
Lead inspector


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