The Heathland School
phone: 020 85724411
headteacher: Mr H S Pattar
1679 pupils capacity: 108% full
925 boys 51%
885 girls 49%
Last updated: June 18, 2014
Secondary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 512912, Northing: 174456
- GPS coordinates
- Latitude: 51.458, Longitude: -0.37621
- Accepting pupils
- 11—18 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 12, 2013
- Region › Const. › Ward
- London › Brentford and Isleworth › Hounslow Heath
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Science (Operational)
- Investor in People
- Committed IiP Status
- Sixth form
- Has a sixth form
- Free school meals %
- Learning provider ref #
- 0.1 miles Suffah Primary School TW45HU (185 pupils)
- 0.3 miles The Orchard Junior School TW45JW
- 0.3 miles The Orchard Infant and Nursery School TW45JW
- 0.3 miles Orchard Primary School TW45JW (697 pupils)
- 0.5 miles Grove Road Primary School TW33QQ (262 pupils)
- 0.7 miles Hounslow Heath Junior School TW47BD (521 pupils)
- 0.7 miles St Michael and St Martin RC Primary School TW47AG (471 pupils)
- 0.7 miles St Mark's Catholic School TW33EJ
- 0.7 miles Nelson Primary School TW27BU
- 0.7 miles Lady Nafisa Independent Secondary School for Girls TW32AD (33 pupils)
- 0.7 miles New London College TW33HW
- 0.7 miles St Mark's Catholic School TW33EJ (1164 pupils)
- 0.7 miles Nelson Primary School TW27BU (467 pupils)
- 0.8 miles Hounslow Heath Infant and Nursery School TW47HE (576 pupils)
- 0.8 miles Heathfield Junior School TW26EN (386 pupils)
- 0.8 miles Heathfield Infant School TW26EN (425 pupils)
- 0.8 miles St Edmund's Catholic Primary School TW27BB (475 pupils)
- 0.8 miles Bishop Perrin Church of England Primary School TW26LF (210 pupils)
- 0.8 miles Martindale School TW47HE
- 1 mile Chatsworth Junior School TW32NW
- 1 mile Chatsworth Infant and Nursery School TW32NW
- 1 mile Oak Heights Independent School TW31JS (55 pupils)
- 1 mile Chatsworth Primary School TW32NW (668 pupils)
- 1 mile Tarbiyyah Primary School TW46BW (131 pupils)
The Heathland School
Wellington Road South, Hounslow, Middlesex, TW4 5JD
|Inspection dates||12–13 June 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| The headteacher sets the highest |
The proportion of students achieving five
Teaching is outstanding. Teachers have
expectations for all members of the school
community. He believes passionately that all
students, irrespective of their circumstances,
are entitled to the best possible education.
GCSE passes has stayed consistently above
national levels since the last inspection.
Students make outstanding progress in many
subjects. They make particularly exceptional
progress in mathematics.
excellent subject knowledge and plan
dynamic lessons which motivate students of
all abilities to learn. However, on occasions,
teachers’ marking does not give students
enough information about how to improve
| Students display excellent attitudes to learning. |
The sixth form is outstanding. Students make
Leaders at the school have a relentless focus
Governors are fully committed to the success
They behave very well around the school. They
show high levels of respect and courtesy
towards each other and to their teachers.
excellent progress because they benefit from
high-quality teaching, individualised support
and a relevant curriculum.
on maintaining and building on established
high standards. They continually review the
performance of staff and students.
of students at the school. They have a very
clear view of how well the school is doing and
what it needs to do to improve further. They
show determination to drive continued
improvement of teaching and students’
Information about this inspection
- Inspectors observed 60 lessons, including 15 jointly observed with senior leaders.
- They observed tutor time, break times and assemblies. They looked at a range of students’
- Inspectors met with groups of students of different ages and abilities. They discussed
achievement, teaching, behaviour and safety.
- Inspectors met with the headteacher, senior and middle leaders, a representative from the local
authority and three members of the governing body.
- Inspectors took into account the 71 responses to the online Parent View survey and 90
responses to the staff questionnaire.
- Inspectors checked the school’s analysis of how well it is doing, records of students’ attainment
and progress, attendance and exclusions, safeguarding procedures, and the headteacher’s
reports to the governing body.
|Russell Bennett, Lead inspector||Her Majesty’s Inspector|
|Heidi Boreham||Additional Inspector|
|Gordon Jackson||Additional Inspector|
|Lesley Leak||Additional Inspector|
|Ann Short||Additional Inspector|
Information about this school
- The Heathland School is larger than the average-sized secondary school, with a large sixth form.
Its specialisms are in mathematics and science.
- The proportion of students from minority ethnic backgrounds is much higher than the national
average. The largest groups are of Indian and Pakistani heritages. The proportion of students
who speak English as an additional language is much higher than the national average.
- The proportion of students eligible for pupil premium funding, which is additional money
provided for looked after children, students known to be eligible for free school meals and
children of service families, is above the national average. There are no children of service
families in the school.
- The proportion of disabled students and those who have special educational needs supported
through school action, school action plus or with a statement of special educational needs is
below that in other schools.
- A very small number of students attend off-site courses at West Thames College.
- The school meets the government’s current floor standards, which set the minimum expectations
for students’ attainment and progress.
What does the school need to do to improve further?
- Enable an even higher proportion of students to make outstanding progress across all subjects
by ensuring that:
teachers’ marking always gives students precise guidance about how to improve their work
and allows them to reflect on how they can make better progress
students are given further opportunities in lessons to work things out for themselves and
develop their independence as learners.
|The achievement of pupils||is outstanding|
- Students start the school with levels of attainment which are broadly in line with the national
average. Attainment at the end of Key Stage 4 has been consistently above the national average
in many subjects since the last inspection, demonstrating the gains students make from the
excellent teaching and support that they receive.
- Achievement in mathematics is outstanding. In 2012, the proportion of students making and
exceeding expected levels of progress was significantly above national averages in mathematics
and above average in English. The proportion of students achieving A* and A grades at GCSE
was significantly above average in both subjects.
- Students are exceptionally well prepared for the next stage of their education, training or
- The school accurately identifies where there are gaps in the performance of different groups. In
2012, the gap widened between the attainment of boys and girls. Through careful tracking,
targeted interventions and timely checks on students’ progress, this gap is narrowing rapidly. In
addition, the small numbers of students of Black African heritage who achieved slightly less well
than others in 2012 are now making more rapid progress. Students of Indian and Pakistani
heritages achieve well.
- Students who speak English as an additional language make good progress because they benefit
from highly effective teaching and carefully tailored support.
- The high numbers of students entered for the three separate sciences achieve well. In 2012, the
proportion of students gaining an A* to C grade in GCSE examinations was above national
averages in biology and physics, and broadly in line for chemistry. Current data provided by the
school indicate outcomes across all the sciences should improve further in 2013.
- The school makes limited use of early entry to GCSE examinations. Its use is carefully planned
and targeted so that students achieve the best grades of which they are capable.
- Students who are eligible for pupil premium funding make very good progress from their starting
points. In 2012, the average points score at GCSE for these students was significantly higher
than for all students nationally. In English and mathematics they achieved approximately a grade
higher than all students nationally. The gap between the points score for these students and
others in the school is small and narrowing rapidly, due to effective additional support given by
teachers and teaching assistants.
- The Year 7 catch-up premium is used effectively to ensure that students acquire the skills they
need to be successful. Students benefit from one-to-one support, small group teaching and the
provision of additional resources to help them learn. As a result, they are making good progress.
- Disabled students and those with special educational needs make similar progress to others,
taking into account their individual starting points. Teachers identify and track the needs of each
individual student and ensure that appropriate support is put into place to help them achieve
- The support provided for reading and literacy is very good indeed. Students enjoy reading widely
and quickly develop their skills, enabling them to make rapid progress across different subjects.
- Students make great strides in their learning in the sixth form. High-quality teaching and a
relevant curriculum ensure that students achieve well. Although there was a slight dip in
attainment at A level in 2012, students had made excellent progress from their starting points.
- The very small number of students in Key Stage 4 who take courses with an external provider
|The quality of teaching||is outstanding|
- Teaching is outstanding. Teachers have high expectations of what students can achieve and use
information about different students’ abilities to plan challenging lessons, which motivate
students to make rapid gains in their knowledge and understanding. Teachers provide regular
opportunities for students to develop their reading, writing and communications skills. As a
result, students make rapid progress across subjects.
- Teachers regularly check the progress that students are making in lessons, addressing
misconceptions as they arise and reinforcing students’ knowledge and understanding.
- In the very best lessons, teachers plan activities which encourage students to work things out
for themselves. In these lessons, teachers use effective questioning, which develops students’
thinking skills. Students are encouraged to reflect on what they have learnt and to think more
deeply about their responses. Students enjoy working independently and being pushed to excel.
This motivates them to achieve at the highest levels. In a very small number of lessons, teachers
do not plan activities which encourage students to work independently. As a result, students do
not develop or deepen their thinking as effectively.
- In an outstanding personal and social education lesson, the teacher used questioning to
encourage lively debate about the impact of ‘cyber-bullying’. Students confidently discussed their
views with each other and said that this had made them think much more deeply about the
impact of different types of language on users of social networking sites. The teacher skilfully
built in progressive levels of challenge, so that students were required to justify their responses
and consider the moral aspects of different scenarios. This enabled students to make decisive
gains in their learning.
- Teachers have excellent subject knowledge and their enthusiasm and commitment enable
students to make very good progress in lessons and over time. In an outstanding history lesson,
the teacher used a range of high-quality, engaging resources to motivate and engage students.
Students were challenged by the question, ‘Was Emily Davison a political martyr?’ Through
discussion of a range of source materials, they were able to make excellent gains in knowledge
and to deepen their understanding of the suffragettes’ movement.
- Teachers provide regular feedback to students about their learning and progress. Most marking
is helpful to students and provides advice on what they can do to improve. Occasionally,
teachers’ written feedback is not detailed enough and expectations of what students need to
improve are not made specific. A recently introduced ‘green pen’ policy is enabling students to
respond more fully to teachers’ comments, but this is not yet used consistently across all
|The behaviour and safety of pupils||are outstanding|
- Students have exemplary attitudes to learning. They are fully committed to making the best
progress they can and show high levels of motivation in lessons. They value the high-quality
teaching they receive and appreciate the commitment shown by staff to help them make the
best possible progress.
- The school is a calm and purposeful environment in which to learn. Students say that they feel
safe. They are very confident that help is always available if they need it.
- Exclusions are low. The school has effective behaviour management systems. Students respond
well to the clearly stated rewards and sanctions. Teachers’ expectations of good behaviour are
consistent and low-level disruption is uncommon.
- Bullying is rare. Students say that if it does occur, staff act quickly to resolve the situation.
- Students describe the school as a tolerant place. They value the opportunities to learn about
different cultures, faiths and beliefs. The school places a strong emphasis on understanding
what is right and wrong. Students are considerate, reflective and courteous as a result.
- The school has a very effective pastoral system. There are well-established links with external
specialist agencies to support vulnerable students.
- Attendance levels are high. Students enjoy coming to the school. Systems for checking that
students attend regularly are rigorous. Swift and effective action is taken if any student’s
absence gives cause for concern.
- Students value the range of responsibilities the school offers them. They take a fully active role
in contributing to school life. They willingly take on prefect responsibilities, positions on the
student council and peer mentoring roles to support younger students. In a house assembly,
sixth form students acted as excellent role models and delivered an inspiring presentation on the
school’s attempt at breaking a world speed record with a model ‘rocket car’.
- Parents expressed very positive views about behaviour on the Parent View online survey.
|The leadership and management||are outstanding|
- The headteacher sets the tone for all members of the school community through his clear
expectations and unrelenting focus on improving achievement. His vision and passionate
commitment to the needs of students, his staff and the local community drive consistently high
standards. The school’s ethos makes a strong contribution to students’ spiritual, moral, social
and cultural development.
- The great majority of staff feel proud to be associated with the school and students value the
education they receive.
- Responses from parents to the online questionnaire indicated that the overwhelming majority
are very pleased with their child’s progress.
- The excellent progress that students make has been sustained since the last inspection. The
impact of the school’s actions to improve the achievement of students eligible for additional
funding has enabled them to make progress well above others nationally.
- The school’s middle and senior leaders have a clear understanding of what makes outstanding
teaching and learning. They provide high-quality training for teachers and opportunities for
teachers to learn from the best practitioners in the school.
- There is an unwavering expectation that all teachers maintain, and are held to account for
students’ achievement. Pay progression is clearly linked to the impact that teachers have on the
classes they teach. Teachers are set challenging targets, which relate to the achievement of
students. Leaders undertake regular monitoring of teachers across the school, by dropping into
lessons, checking students’ books, and using information about students’ progress to assess the
quality of their teaching.
- The school makes detailed and accurate analyses of its own performance at every level. Leaders
actively promote equal opportunities for all students. They make very good use of information
about the achievement of individual students to identify where extra help is needed to help
improve students’ progress, so that they meet challenging targets.
- The school provides a broad and balanced curriculum through all of the key stages. Leaders
have recently assessed the suitability of courses at Key Stage 4. As a result, they have adapted
the curriculum so that it is more suitable for lower ability students. This has included additional
support to develop the literacy skills of students withdrawn from a modern foreign language and
additional courses in science. As a result, these students are making better progress.
- Students receive excellent guidance throughout their time at the school. In 2012, all Year 11
students progressed successfully to their next stage of their education, training or employment.
- Students who attend an alternative education provider are closely monitored to ensure that they
attend well and make good progress.
- The school is rightly proud of its comprehensive range of enrichment activities. These include
sports, music, academic and cultural activities.
- The local authority’s involvement with the school is light touch. It has provided useful and
accurate external validation which has helped the school to evaluate its performance and assess
the headteacher’s performance.
- Students benefit from the coherent approach to promoting the effective teaching of reading,
writing and communication skills across all subjects. Leaders have ensured that a clear whole-
school strategy is understood by staff and used to ensure that students’ skills are developed
- The governance of the school:
Governors are highly committed to the vision that the school provides the best educational
experience for its community. They know the school’s strengths and weaknesses very well.
They have a clear and accurate knowledge about the quality of teaching across the school.
They ask challenging questions of the school’s leaders and are provided with detailed
information about the school’s performance by the headteacher. The governing body holds
leaders in the school fully to account. They ensure that performance and pay progression are
closely aligned. They carefully monitor that resources are used for the benefit of students,
including those eligible for the pupil premium. They regularly review statutory policies and
ensure that all requirements are met, including those relating to students’ safety.
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.
|Unique reference number||102539|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Secondary|
|Age range of pupils||11–18|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||1836|
|Of which, number on roll in sixth form||500|
|Appropriate authority||The governing body|
|Chair||Mike Nicholls MBE|
|Date of previous school inspection||21 March 2007|
|Telephone number||020 85724411|
|Fax number||020 85695126|
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will use the information parents and carers provide when deciding which schools to
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