School etc

Heathfields Infant School

Heathfields Infant School
Saxon Close

phone: 01827 475065

headteacher: Mrs Amanda Wilkinson

reveal email: off…

school holidays: via Staffordshire council

222 pupils aged 4—7y mixed gender
170 pupils capacity: 131% full

115 boys 52%


110 girls 50%


Last updated: June 20, 2014

Primary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
OSGB coordinates
Easting: 422897, Northing: 300532
GPS coordinates
Latitude: 52.602, Longitude: -1.6634
Accepting pupils
5—7 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 28, 2012
Region › Const. › Ward
West Midlands › Tamworth › Wilnecote
Urban > 10k - less sparse
Free school meals %
Trust school
Is supported by a Trust
Tame Valley Co-Operative Learning Trust

rooms to rent in Tamworth

Schools nearby

  1. 0.2 miles Wilnecote High School B775LF
  2. 0.2 miles Wilnecote High School B775LF (864 pupils)
  3. 0.4 miles Wilnecote Junior School B775LA (238 pupils)
  4. 0.9 miles Dosthill Primary School B771LQ (658 pupils)
  5. 0.9 miles Birds Bush Primary School B772NE (335 pupils)
  6. 0.9 miles Three Peaks School B774HN (446 pupils)
  7. 0.9 miles Three Peaks School B774HN
  8. 1 mile The Dales Infants' School B774HN
  9. 1 mile Dales Community Junior School B774HN
  10. 1 mile Belgrave High School B772NE
  11. 1 mile Two Rivers High School B772HJ (166 pupils)
  12. 1 mile Tamworth Enterprise College and AET Academy B772NE (903 pupils)
  13. 1.1 mile Stoneydelph Primary School B774LS (292 pupils)
  14. 1.1 mile Stoneydelph Junior School B774LS
  15. 1.1 mile St Gabriel's Catholic Primary School B772LF (369 pupils)
  16. 1.3 mile Two Gates Community Primary School B771EN (328 pupils)
  17. 1.3 mile Hanbury's Farm Community Primary School B772LD (198 pupils)
  18. 1.3 mile Oakhill Primary School B772HH (133 pupils)
  19. 1.3 mile Parkfield Infant School B771HB
  20. 1.5 mile Lakeside Primary School B772SA (226 pupils)
  21. 1.5 mile Glascote Heath Primary School B772EA (229 pupils)
  22. 1.5 mile Torc High School B772EA
  23. 1.5 mile Glascote Heath Primary School B772EA (229 pupils)
  24. 1.7 mile Wood End Primary School CV92QL

List of schools in Tamworth

School report

Heathfields Infant School

Saxon Close, Wilnecote, Tamworth, B77 5LU

Inspection dates 28–29 November 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Inadequate 4
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Achievement is now good and the progress
There are no significant gaps in performance
Teaching is good with some outstanding
The leadership of the executive headteacher
pupils make is above that made nationally.
Rising rapidly, attainment is in line with
national averages in English and
between groups of pupils, and those known
to be eligible for the pupil premium and those
who have special educational needs make the
same progress as their peers.
practice. This is due to well-planned and
imaginative lessons.
is very strong. He is well supported by an
ambitious senior leadership team drawn from
both the infant and junior schools.
The partnership working with nearby schools is
Pupils now read widely and well. They enjoy
Behaviour is good. Both adults and other
The school works well with families and
The curriculum is good. It is also adapted
a considerable success.
books and talk enthusiastically about their
children look out for each other. This is a
caring and inclusive school and attitudes to
learning are good.
parents to ensure pupils are safe, well looked
after and happy.
quickly to meet the needs of any pupils whom
the school feel may be at risk of
Attainment remains variable across year
Attainment varies in boys’ writing and
There is some variation in the quality of the
groups with standards in Year 1 not yet
matching those in other year groups.
problem solving in numeracy for more-able
monitoring of teaching by middle leaders.
Attendance levels vary between classes and
The quality of teaching is good but variable.
The sharing of best practice is not yet used
are average overall.
This reduces the progress made by pupils in
some classes or subjects.
consistently or in a way that always supports
school priorities.
Inspection report: Heathfields Infant School, 28–29 November 2012 2 of 9

Information about this inspection

  • This inspection was carried out at 24 hours’ notice.
  • Every teacher was observed teaching.
  • Meetings were held with the headteacher, members of the governing body and senior leaders,
    including those currently working at the partner junior school.
  • A telephone discussion was held with a representative of the local authority. A wide range of
    school documentation was reviewed, including the school improvement plan and monitoring
    records. Pupils’ workbooks were also examined.
  • Alongside an analysis of the 16 responses on Parent View, discussions were held with a small
    sample of parents and the 108 responses to the school’s parental questionnaire were analysed.
  • There is a privately run on-site nursery provision which was not inspected on this occasion.

Inspection team

Ceri Morgan, Lead inspector Her Majesty’s Inspector
Inspection report: Heathfields Infant School, 28–29 November 2012 3 of 9

Full report

In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of

the opinion that the school no longer requires special measures.

Information about this school

  • The school has continued to grow and is larger than other infant schools.
  • The proportion of pupils supported through school action is below average, as is the proportion
    supported at school action plus or with a statement of special educational needs.
  • The proportion of pupils known to be eligible for the pupil premium is above national averages.
  • The partnership working with a group of local schools continues. This is known as a Co-operative
    Learning Trust. The major partner however is the nearby Wilnecote Junior School and senior
    leadership positions are shared across the schools. This includes the role of executive
  • There is also shared governance with a view to stronger and more formal ties in the future.
  • There are new teachers in three classes, with some further change yet to come.

What does the school need to do to improve further?

  • Share best practice in teaching and link the outcomes of this to the school improvement plan.
  • Develop the roles of middle leaders to enhance their monitoring and secure high attainment.
  • Improve the attainment of all pupils, including in boys’ writing, more able and in Year 1 by:
    increasing the opportunities for investigative work in numeracy for more-able pupils
    ensuring greater consistency in the way writing is taught to boys.
Inspection report: Heathfields Infant School, 28–29 November 2012 4 of 9

Inspection judgements

The achievement of pupils is good
  • Pupils enter school with standards well below what might be expected in some cases,
    particularly in their communication skills. However they then make good progress in the Early
    Years Foundation Stage and work well together, develop an extensive vocabulary and begin to
    recognise and sound out letters and numbers.
  • During Year 1 the progress made is more variable but is always at least satisfactory. Disabled
    pupils and those who have special educational needs those known to be eligible for the pupil
    premium make similar progress to their peers.
  • In Year 2 pupils make more rapid progress, again in English and mathematics. This good
    progress helps pupils who sometimes start low attain at least in line with all pupils nationally and
    in some key areas even better. In 2012, three quarters of all pupils reached the required levels
    in English and mathematics with around a quarter reaching the higher levels. This improvement
    has been maintained for the last two years and was significantly improved in 2012. Together this
    represents good achievement.
  • Pupils now read well and use a wide range of texts to stimulate interest. The school encourages
    them to enjoy books, including hosting pyjama parties to foster interest. These events are well
    supported by families and pupils show enthusiasm for reading.
  • The school organises special sessions to help pupils sound out letters and blends of letters
    (phonics) which is helping pupils attempt unfamiliar words with success. There is some variation
    in some classes here with a few pupils still unable to tackle longer words with confidence. This
    success in phonics is used in other lessons as well as reading and is helping with the
    development of writing skills.
  • Writing is improving rapidly and, although there are inconsistencies in the amount of time spent
    writing or the quality of handwriting between classes, it is generally good. There is little
    difference in the performance of boys in their writing compared to girls apart from Year 1 where
    boys do less well.
  • Pupils have an enthusiasm for mathematics. They can count well and add and subtract two digit
    numbers accurately. This skill is less secure for larger numbers and on occasions more-able
    pupils are asked to do tasks which are too easy. This leaves them less able to apply their
    knowledge to solving simple problems. Pupils recognise the properties and names of familiar
    shapes but are less comfortable with three-dimensional solids and charts.
The quality of teaching is good
  • Teaching is good with some examples of outstanding teaching. In one lesson observed, some of
    the youngest pupils attempted to tackle a challenging mini-assault course. This required a blend
    of balance and courage. Their expressions of concentration and effort were magical. They
    combined a blend of risk taking (‘let’s have a go’) and risk management (‘let’s stay safe’) which
    was explained clearly and effectively. This led to outstanding progress in their physical
    development and resilience.
  • There remains some variation in the quality of teaching across the school. This is partly due to
    the newness of some teachers but also due to occasional lapses into sessions in which pupils
    listen for too long and do not get enough time to practise their skills. This is especially true of
    some literacy lessons. Similarly some teachers, in an attempt to maintain the enthusiasm of
    pupils, are too quick to fill the space whilst pupils are thinking with extra comments and
    questions or to over-excite them.
Inspection report: Heathfields Infant School, 28–29 November 2012 5 of 9
  • Those pupils who require additional help get it. This is usually via special sessions in which
    additional individual help is given (as in reading) or through the good work of a strong and
    committed team of teaching assistants (during lessons).
  • The key strengths in teaching are the use of relationships to encourage pupils to have a go and
    well-planned lessons. Teachers and assistants use questioning well to prompt better
    understanding although there is a tendency to accept brief answers rather than extended ones.
  • Teachers use their own subject knowledge well, although this is more secure in literacy than in
    mathematics where precision sometimes dips.
  • The marking of books is up to date and always constructive. Occasional errors creep in and
    there is a tendency to summarise what has been done rather than to add any next steps but in
    general it is accurate and helpful.
  • Teachers always seek to make lessons interesting, especially by the use of new technology and
    other engaging activities. This is why pupils have an enthusiasm for their learning.
The behaviour and safety of pupils are good
  • Behaviour is good and pupils show respect and consideration for each other. They say there is
    no bullying and the worst that can happen is some bad language or name calling at playtimes,
    which are easily sorted out. Behaviour at lunchtimes is noticeably bubblier than at other times.
  • The school is a very caring place where pupils help each other out and allow each other to work
    undisturbed. This is best exemplified in very good attitudes to learning in all lessons.
  • Pupils are punctual to lessons and show respect and consideration towards adults and other
    pupils. They share resources well and are polite and welcoming to visitors.
  • Children say they feel safe at school and know about healthy lifestyles and avoiding risk.
The leadership and management are good
  • The executive headteacher has had significant impact on the school in a relatively short period
    of time. He is known to many families from his work in the junior school but he has carried
    change with both ambition and energy. This is shown by the newly established joint working
    with senior staff in both the infant and junior schools as a new senior leadership team. This
    group have an accurate view of strengths and priorities in school and work well together.
  • The headteacher is very well supported by this team, respected by families and staff and has a
    rigorous approach to using data to sharpen school priorities. For example, he has instilled an
    analytical approach to assessing how much pupils know or what they need to work on. This is
    now used by all teachers in planning. This process has led to good achievement in a short period
    of time.
  • The whole school has engaged with the process fully and recognises the contribution made to a
    change of culture by the headteacher and deputy headteacher. Parents are overwhelmingly
    supportive of their work.
Inspection report: Heathfields Infant School, 28–29 November 2012 6 of 9
  • There is some variation in the quality of monitoring of lessons by middle leaders. This is partly
    due to the newness of their roles but not all lesson observations focus on pupil progress clearly
    enough, commenting instead on what teachers are doing.
  • There is a very thoughtful performance management system in which teachers are now starting
    to evaluate their own performance through what progress their classes make. This is relatively
    new however.
  • Pupils known to be eligible for the pupil premium get a good deal. The additional funding the
    school receives for them is used well for either additional individual support or extra activities.
    This spending is monitored closely and as a consequence this group of pupils also have good
  • The curriculum is adapted quickly to meet the needs of pupils who might otherwise
    underperform. For example, in response to boys not doing so well as girls in writing, teachers
    have held sessions for boys on tent building leading to extended writing. Similarly the school
    now is the proud owner of several hens. With rather exotic names these hens strut their stuff
    having been hand-picked, loved and looked after, written about and measured, making aspects
    of the curriculum literally come to life for the pupils.
  • The local authority has supported the school well with additional consultant advice and
    leadership support. Their support has contributed to the improvement seen.
  • The school takes the safety and well-being of the pupils very seriously and all safeguarding
    checks are appropriately carried out.
  • The governance of the school:
    Governors are in the process of blending the expertise of the junior school with that of the
    infant school. They meet regularly and hold the leadership to account well. They have carried
    out a challenging self-assessment and know about the quality of teaching and the school’s
    priorities in detail. The Chair of the Governing Body can talk in detail about school data and
    how this compares with similar schools, whilst knowing adults and pupils well. Although there
    are some vacancies as a result of the re-organisation, governors manage the budget well and
    have a clear idea of the impact of spending on pupil progress, for example in the way the
    pupil premium is spent. They manage a sensible and rigorous performance management
    system well, rewarding success only when it is deserved. Governors ensure that they receive
    the professional training they need to develop.
Inspection report: Heathfields Infant School, 28–29 November 2012 7 of 9

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

Inspection report: Heathfields Infant School, 28–29 November 2012 8 of 9

School details

Unique reference number 124158
Local authority Staffordshire
Inspection number 398980

This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.

Type of school Infant
School category Foundation
Age range of pupils 4–7
Gender of pupils Mixed
Number of pupils on the school roll 202
Appropriate authority The governing body
Chair Michelle Trappett
Headteacher Jonathan Keay (Executive Head)
Date of previous school inspection 28 June 2011
Telephone number 01827 475065
Fax number 01827 475065
Email address reveal email: head…


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