Heathfields Infant School
phone: 01827 475065
headteacher: Mrs Amanda Wilkinson
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
- 0.2 miles Wilnecote High School B775LF
- 0.2 miles Wilnecote High School B775LF (864 pupils)
- 0.4 miles Wilnecote Junior School B775LA (238 pupils)
- 0.9 miles Dosthill Primary School B771LQ (658 pupils)
- 0.9 miles Birds Bush Primary School B772NE (335 pupils)
- 0.9 miles Three Peaks School B774HN (446 pupils)
- 0.9 miles Three Peaks School B774HN
- 1 mile The Dales Infants' School B774HN
- 1 mile Dales Community Junior School B774HN
- 1 mile Belgrave High School B772NE
- 1 mile Two Rivers High School B772HJ (166 pupils)
- 1 mile Tamworth Enterprise College and AET Academy B772NE (903 pupils)
- 1.1 mile Stoneydelph Primary School B774LS (292 pupils)
- 1.1 mile Stoneydelph Junior School B774LS
- 1.1 mile St Gabriel's Catholic Primary School B772LF (369 pupils)
- 1.3 mile Two Gates Community Primary School B771EN (328 pupils)
- 1.3 mile Hanbury's Farm Community Primary School B772LD (198 pupils)
- 1.3 mile Oakhill Primary School B772HH (133 pupils)
- 1.3 mile Parkfield Infant School B771HB
- 1.5 mile Lakeside Primary School B772SA (226 pupils)
- 1.5 mile Glascote Heath Primary School B772EA (229 pupils)
- 1.5 mile Torc High School B772EA
- 1.5 mile Glascote Heath Primary School B772EA (229 pupils)
- 1.7 mile Wood End Primary School CV92QL
Heathfields Infant School
Saxon Close, Wilnecote, Tamworth, B77 5LU
|Inspection dates||28–29 November 2012|
|Overall effectiveness||This inspection:||Good||2|
|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
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
|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.
|Ceri Morgan, Lead inspector||Her Majesty’s Inspector|
|Inspection report:||Heathfields Infant School, 28–29 November 2012||3 of 9|
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|
|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
- 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
- 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 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|
|Unique reference number||124158|
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|
|Age range of pupils||4–7|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||202|
|Appropriate authority||The governing body|
|Headteacher||Jonathan Keay (Executive Head)|
|Date of previous school inspection||28 June 2011|
|Telephone number||01827 475065|
|Fax number||01827 475065|