Heathfield Primary and Nursery School
phone: 0115 9155725
headteacher: Mr Gary Fullwood
280 pupils capacity: 115% full
170 boys 52%
155 girls 48%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 455559, Northing: 343052
- GPS coordinates
- Latitude: 52.982, Longitude: -1.1739
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 11, 2011
- Region › Const. › Ward
- East Midlands › Nottingham North › Basford
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Alternative Provision PRU NG77FF
- 0.4 miles Southwark Infant and Nursery School NG60DA
- 0.4 miles Green Crescent Primary School NG60DG (53 pupils)
- 0.5 miles Northgate Primary and Nursery School NG77GB
- 0.5 miles Old Basford Primary and Nursery School NG60GF
- 0.5 miles Djanogly Northgate Academy NG77GB (362 pupils)
- 0.5 miles Southwark Primary School NG60DT (681 pupils)
- 0.5 miles Old Basford School NG60GF (473 pupils)
- 0.5 miles Nottingham Free School NG51DG
- 0.6 miles Southwark Primary School NG60BS
- 0.6 miles Whitemoor Primary and Nursery School NG85FF
- 0.6 miles Whitemoor Academy (Primary and Nursery) NG85FF (468 pupils)
- 0.7 miles Ellis Guilford School and Sports College NG60HT (1307 pupils)
- 0.7 miles Include NG51FH
- 0.8 miles Forest Fields Primary and Nursery School NG76HJ (523 pupils)
- 0.8 miles St Mary's Catholic Primary School NG76FL
- 0.8 miles Djanogly City Technology College NG77AR
- 0.8 miles City Hospital School NG51PB
- 0.8 miles Djanogly City Academy NG77AR (1197 pupils)
- 0.8 miles St Mary's Catholic Primary School NG76FL (272 pupils)
- 0.9 miles Berridge Infant and Nursery School NG75GY
- 0.9 miles Carrington Primary and Nursery School NG51AB (235 pupils)
- 0.9 miles Scotholme Primary and Nursery School NG76FJ (446 pupils)
- 0.9 miles Claremont Primary and Nursery School NG51BH (375 pupils)
|Inspection date(s)||11–12 October 2011|
Heathfield Primary and Nursery School
|Unique Reference Number||122442|
|Inspection dates||11–12 October 2011|
|Report ing inspector||Lynne Blakelock|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||312|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||14 February 2007|
|School address||Scotland Road|
|Telephone number||0115 9155725|
|Fax number||0115 9155726|
This inspection was carried out by three additional inspectors, who observed 12
teachers in 21 lessons. They held meetings with a group of pupils, with senior and
middle managers and with representatives of the governing body. They observed the
school’s work, and looked at documentation relating to the attainment and
achievement of all pupils, samples of their work, and a range of policies, procedures
and plans. They analysed staff and pupil questionnaires and the 69 questionnaires
returned by parents and carers.
The inspection team reviewed many aspects of the school’s work. It looked in detail
at a number of key areas.
- The effectiveness of the school’s challenge and support for those pupils capable
of reaching higher levels, and those who find some aspects of learning difficult.
- The quality of planning and teaching of writing in securing pupils’ progress,
from the Early Years Foundation Stage.
- The impact of leadership and management at all levels in raising and securing
Information about the school
This is a large school compared to others of its type. The proportion of pupils known
to be eligible for free school meals is above average. A high proportion of pupils are
from minority ethnic groups and an above average proportion speak English as an
additional language. A high proportion has special educational needs, most of which
are behavioural, social and emotional needs and moderate learning difficulties.
The school has achieved numerous awards, including the International Schools
Award and Healthy Schools status.
The headteacher, who is also temporary acting headteacher for another local primary
school, and is a Local Leader in Education, was present throughout the inspection.
He chairs the Local Education Improvement Partnership, which comprises a
secondary school and sports college, Heathfield Primary and six other primary
|Overall effectiveness: how good is the school?||2|
|The school’s capacity for sustained improvement||2|
This is a good school. Pupils achieve well and reach average levels in English and
mathematics. They learn and develop within a caring, supportive and inclusive ethos
that is fundamental to their enjoyment of school and their good progress. Pupils play
and work harmoniously in a diverse cultural and religious environment, strengthened
by the good curriculum. Safeguarding procedures and practices are outstanding and
contribute to pupils’ excellent understanding of how to be safe and to stay safe.
The starting point for the school’s good effectiveness is the very strong, focused
leadership and management of the headteacher, ably supported by the senior
leadership team. Leadership and management at all levels are good. Leaders and
managers drive improvement effectively, basing it on comprehensive monitoring and
evaluation of the school’s performance, prompt addressing of findings and good
communication systems. Together with a probing and challenging governing body,
and good progress since the last inspection, the school confirms its good capacity for
The school provides many opportunities for pupils to make decisions, work in teams
and to practise being leaders. As a result, their personal development is good. Pupils
behave well and attendance, while average, is improving year on year.
Teaching is good and based on planning which builds effectively on prior learning.
While attainment in writing remains below that of reading and mathematics, there is
a clear and consistently applied structure to the teaching of letters and sounds from
children’s entry into the Nursery onwards. Continuity of learning is supported by
purposeful and relevant writing tasks that pupils can identify with as they move
through the school. As a result, pupils make good progress from their individual
starting points and the gap between attainment in writing and other subjects is
narrowing. The staff plan a variety of activities to match the range of abilities of the
pupils. However, whole class teaching does not regularly prove challenging enough
for those pupils capable of reaching higher levels and activities for them do not as a
matter of coursed promote higher order skills. By contrast, pupils with special
educational needs and/or disabilities are accurately challenged by carefully planned,
tightly structured tasks, and good support from teaching assistants. From the Early
Years Foundation Stage to Year 6, pupils know what they have achieved and how to
move further. This is proving a powerful tool both in enabling pupils to manage their
learning and in accelerating their progress.
What does the school need to do to improve further?
- Increase the proportion of pupils achieving higher levels in English and
mathematics by making sure that planning incorporates activities that provide
good challenge, enable pupils to apply learning to unfamiliar situations and use
higher order skills.
Pupils are keen to learn and are attentive. Both boys and girls usually achieve well.
In some lessons, girls’ progress is faster than boys, and focused intervention groups
are helping to narrow the gap. Pupils from minority ethnic groups and those who
speak English as an additional language make good progress in developing their
speaking skills, with learning in small steps, which are regularly revisited. Children
who are learning to speak English as an additional language are helped by older
pupils who read with them and also develop their confidence in participating in
school activities. Those pupils known to be eligible for free school meals achieve
similarly to other pupils.
Pupils are becoming increasingly proficient in writing for a purpose from the time
that they start school. In a design technology lesson, older pupils worked
cooperatively in making a switch and used technological language confidently, both
in explaining the process and in writing their findings.
They enjoy learning independently. A group of Year 1 and Year 2 pupils worked out
the differences between the main external parts of humans and animals. As part of
their wider learning in the lesson, they practised telling the time from the clock, and
counting. The teacher’s specific questioning strengthened their vocabulary and
enabled them to show their improving sentence construction. Some pupils showed
good knowledge of why animals and humans need specific parts of their bodies.
Pupils’ good knowledge of the importance of living healthily lives up to its Healthy
Schools status. Pupils know the importance of exercise and healthy eating, through
lessons and a range of partnership activities. A group of them were able, for
example, to explain several effects of poor nutrition. Pupils’ involvement in running
activities and supporting their peers has developed their confidence and self-esteem
and helped them to appreciate the importance of caring, helping others and,
particularly, understanding the difference that they can make to the lives of others.
Both in school and in the local community, a wide range of activities enable pupils to
develop new academic and personal skills. The school council has a meaningful role
in organising activities such as developing the school grounds and organising fund-
raising. Attendance continues to improve and is now in line with that nationally, as
pupils understand better its importance in securing a positive future. Together with
average attainment, pupils are satisfactorily prepared for the next stage of their
|Outcomes for individuals and groups of pupils||2|
These are the grades for pupils’ outcomes
|Pupils’ achievement and the extent to which they enjoy their learning |
Taking into account:
The quality of pupils’ learning and their progress
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’ behav iour||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:
|The extent of pupils’ spiritual, moral, social and cultural development||2|
How effective is the provision?
High expectations of the staff, positive relationships and a bright learning
environment set the scene well for learning. Teachers make the purpose of learning
clear and remind pupils regularly through the lesson of the intended outcomes.
Questioning is regularly helpful in promoting pupils’ progress because it is very
focused towards achieving the aims of the lesson. Lessons are regularly fast-moving,
an improvement since the last inspection, and offer pupils a range of activities and
ways of learning. Tasks for pupils capable of reaching higher levels, however, do not
regularly offer them enough challenge to accelerate their progress, test their
application skills or promote higher order skills. Marking of pupils’ work tells them
what they have achieved and gives specific advice about the next steps in learning.
Pupils are starting to assess their own learning and to compare it with that of others.
Those who find some aspects of learning difficult are guided carefully towards
meeting the lesson objectives.
The curriculum is having a positive impact on pupils’ motivation to learn and their
progress. In particular, lessons are often based on situations and activities that pupils
can relate to from their own experiences and which help them to connect to the
purpose of learning. Planning shows a broad range of learning opportunities, which
also contribute to pupils’ good personal development. Literacy, numeracy and
information and communication technology are incorporated into topics, and enable
pupils to see the importance of writing and mathematical skills across a range of
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;
and 4 is low
contexts. Provision for gifted and talented pupils is developing in lessons and through
a partnership with a secondary school. A strength of the curriculum is the range of
visits, visitors and out-of-lesson activities, which are popular and wide-ranging. The
residential visits, for pupils from Year 2 upwards, add good value to learning, in its
broadest sense; not least expanding pupils’ understanding of the world around them
and the skills that they will need.
Thorough procedures for pupils’ care, welfare and support are the pre-requisite for
enabling them to achieve well and grow, both in their learning and personal
development. The school day has a nutritious and social start and finish, through the
breakfast and after-school club. The learning mentor has good systems to organise
support for pupils who may be vulnerable, both by staff and outside agencies, and to
review progress towards goals. Support for pupils with behavioural issues has
resulted in significant improvement of the attitudes of those pupils to school and to
learning. Arrangements for pupils to move onto secondary school take place over
time, are comprehensive and are adapted carefully to meet the needs and
circumstances of each pupil.
These are the grades for the quality of provision
|The quality of teaching |
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 foundations for the headteacher’s strong leadership and management and the
good effectiveness of the school are his clear vision and direction, his high
expectations and the specific roles and accountability of all staff. The staff show
great commitment, which has much to do with their knowledge that their roles are
valued and important in the ‘big picture’. Detailed systems are in place at all levels of
leadership to monitor all aspects of the school’s work and to evaluate their impact,
which is good. Observations of teaching, for example, are accurate and the school
development plan includes the need to address the issue of greater challenge for
more able pupils. Analysis of the pace of pupils’ progress and the extent of
involvement of all groups of pupils represented in the school ensures good equality
of opportunity. All pupils have equal access to learning and to activities outside
lessons. Consequently, gaps between the achievement of different groups are
narrowing and any discrimination is tackled.
The school promotes community cohesion well. It makes good use of its cultural,
socio-economic and religious diversity to develop pupils’ knowledge and
understanding of other faiths and lifestyles within the community. International links
are increasingly adding to pupils’ awareness and reflect the school’s status as an
international school. National links are being developed.
The school’s comprehensive partnerships, including the developing links for those
who are gifted and talented, musical collaboration and staff training, have been
significant in enabling the school to strengthen and broaden its provision. It values
strongly the effective links between home and school, with regular communication
and involvement extending more and more to the children’s learning and progress
and to assisting parents and carers in developing their own skills.
The governing body has a good awareness of the school’s needs and strengths.
Committed and knowledgeable, it monitors many aspects of the school’s work for
itself and as a result is able to influence the school’s direction. It includes outstanding
safeguarding arrangements, which demonstrate exemplary practice in all aspects.
They are based on very detailed analyses of procedures and practices, which are
constantly reviewed and adapted where necessary to help ensure that the pupils
remain and feel extremely safe.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambition and |
driv ing improvement
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
|The effectiveness of the school’s engagement with parents and carers||2|
|The effectiveness of partnerships in promoting learning and well-being||2|
|The effectiveness with which the school promotes equality of opportunity and |
|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 va lue for |
Early Years Foundation Stage
Many children join Nursery with levels of knowledge and skills that are well below
those that are typical for their age, particularly in their communication skills. All
children make good progress in Nursery and Reception. They participate
enthusiastically in a wide range of activities, which give them lots of chances to learn
for themselves and to develop their personal and inter-personal skills. The children
enjoy learning outdoors, although free-flow between the classroom and outside is a
The children behave well, guided by the staff’s expectations, and learn to be kind, to
share and to co-operate. Their independence is encouraged, within a safe and caring
environment. Children’s speaking, listening, reading and writing skills are
fundamental to every activity and routine through the day, and are a major focus in
planning. They were very interested in working out how to stop ‘Baby Bear’ from
getting wet and made decisions about the best choice of fabric to do this.
On-going observations of children’s achievement are recorded daily and used to
ensure that future learning is a good match in promoting further progress. It has
resulted in specific and regular reinforcement of learning for those children who are
The good leadership and management are also demonstrated in plans to move the
stage further forward, through engaging parents and carers more in their children’s
learning and development.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Ear ly Years Foundation Stage |
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation
Views of parents and carers
The responses from parents and carers demonstrate that they value the school and
its work. Of those who responded, everyone agreed that their children enjoy school
and that it keeps them safe. Most parents and carers agreed with all of the other
statements. Several added comments, reflecting, ‘children’s happiness in school,’ and
‘lots of opportunities for families to get involved in the school community’. One
response echoed that of others: ‘Heathfield is led by a great head and his deputies,
which is reflected in all of his staff, from teachers and teaching assistants, to the
dinner staff and cleaners.’
Responses from parents and carers to Ofsted’s questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Heathfield Primar y and
Nursery 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 69 completed questionnaires by the end of the on-site inspection. In
total, there are 312 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%.
|My child enjoys school||47||68||22||32||0||0||0||0|
|The school keeps my child |
|The school informs me about |
my child’s progress
|My child is making enough |
progress at this school
|The teaching is good at this |
|The school helps me to |
support my child’s learning
|The school helps my child to |
have a healthy lifestyle
|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
|The school meets my child’s |
|The school deals effectively |
with unacceptable behaviour
|The school takes account of |
my suggestions and
|The school is led and |
|Overall, I am happy with my |
child’s experience at this
What inspection judgements mean
|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|
|Pupil referral |
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 08 April 2011 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 frequentl y than good or outstanding schools.
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
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
- The quality of teaching.
- The extent to which the curriculum meets
pupils’ needs, including, where relevant,
- The effectiveness of care, guidance and
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.
This letter is provided for the school, parents and
carers to share with their children. It describes Ofsted’s
main findings from the inspection of their school.
13 October 2011
Inspection of Heathfield Primary and Nursery School, Nottingham, NG5
On behalf of all the inspectors, thank you for making us so welcome during our
recent visit. We enjoyed observing you learning and playing. In particular, we liked
having the opportunity to talk to you and find out your views about your school.
They have been taken into account in the judgements that we have made.
You think that your school is a good school. We agree and so do your parents and
carers. You feel safe because the school’s safeguarding arrangements are
outstanding and the staff ensure that you have an excellent understanding of how to
stay safe. You behave well and respect each other’s differences.
The average levels that you reach by the end of Year 6 show that you make good
progress through the school. This is because teaching is good. We found, though,
that work for those of you capable of reaching higher levels is not always planned
carefully enough to help you to progress as quickly as you could. Your headteacher,
who leads the school strongly, is going to address this.
The staff give you many chances to develop skills you will need when you are older.
We saw this, in the way that you work well in lessons, in your support for each other
and in the responsibilites that you proudly carry out. We are pleased that your
attendance, while average over time, continues to improve.
I hope that you wil all help your school to keep improving by continuing to work hard
and taking advantage of all the opportunities that the school provides for you.