School etc

The Richard Heathcote Community Primary School

The Richard Heathcote Community Primary School
The Drive
Alsagers Bank

phone: 01782 720406

headteacher: Mrs Joanne Banks

reveal email: off…


school holidays: via Staffordshire council

187 pupils aged 3—10y mixed gender
140 pupils capacity: 134% full

105 boys 56%


80 girls 43%


Last updated: June 25, 2014

Primary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
Open date
Jan. 1, 2000
OSGB coordinates
Easting: 380490, Northing: 348545
GPS coordinates
Latitude: 53.034, Longitude: -2.2924
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 23, 2012
Region › Const. › Ward
West Midlands › Newcastle-under-Lyme › Halmerend
Village - less sparse
Free school meals %
Trust school
Is supported by a Trust
The Sir Thomas Boughey Co-operative Learning Trust
Fresh start
Fresh Start

rooms to rent in Stoke-On-Trent

Schools nearby

  1. Heathcote Primary School ST78BB
  2. 0.7 miles Sir Thomas Boughey High School ST78AP (741 pupils)
  3. 1 mile Wood Lane Primary School ST78PH (116 pupils)
  4. 1.3 mile St Luke's CofE (C) Primary School ST56QJ (148 pupils)
  5. 1.6 mile Ravensmead Primary School ST78QD (361 pupils)
  6. 1.6 mile Chesterton Community Sports College ST57LP
  7. 1.6 mile Chesterton Community Sports College ST57LP (572 pupils)
  8. 1.8 mile Dragon Square Nursery School ST57HL
  9. 1.8 mile Silverdale Primary School ST56PB
  10. 1.8 mile Silverdale Primary Academy ST56PB (175 pupils)
  11. 1.9 mile Crackley Bank Primary School ST57BE (190 pupils)
  12. 1.9 mile Churchfields Primary School ST57HY
  13. 1.9 mile Churchfields Nursery School ST57HZ
  14. 1.9 mile Churchfields Primary School ST57HY (294 pupils)
  15. 2 miles Chesterton Primary School ST57NT (198 pupils)
  16. 2 miles St John's CofE (C) Primary School ST55AF (191 pupils)
  17. 2.1 miles Cherry Hill Junior School ST56EB
  18. 2.1 miles Knutton Infant School ST56BX
  19. 2.1 miles Knutton St Mary's CofE (C) Junior School ST56EB
  20. 2.1 miles St Chad's CofE (C) Primary School ST57AB (351 pupils)
  21. 2.1 miles Knutton St Mary's Primary School ST56EB (269 pupils)
  22. 2.2 miles University of Keele ST55BG
  23. 2.3 miles Meadows Primary School CW39JX (94 pupils)
  24. 2.4 miles Bradwell County Primary School ST58JN (210 pupils)

List of schools in Stoke-On-Trent

School report

The Richard Heathcote

Community Primary School

The Drive, Alsagers Bank, Stoke-on-Trent, ST7 8BB

Inspection dates 23–24 October 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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

Pupils make good progress in reading, writing
All groups achieve well, including disabled
Teaching is good. Teachers’ expectations are
and mathematics in Years 1 to 6.
pupils and those who have special
educational needs.
high and pupils work hard. Teachers provide
pupils with a wide range of interesting and
relevant experiences that they enjoy.
Pupils’ behaviour is good so that the school is
Pupils feel extremely safe in school and have a
The headteacher’s drive to improve the school
well-ordered and lessons flow smoothly. Pupils’
attitudes to learning are positive.
good understanding of how to keep themselves
safe and secure.
is enthusiastically shared by staff. Leaders,
including the governing body, successfully use
training to improve the quality of teaching.
Teaching is not always demanding enough to
Teachers do not always check that pupils
ensure that individual pupils do as well as
they can.
have acted upon the advice in their books.
A rapid pace of learning is not always
sustained in parts of lessons in the Nursery and
Reception classes.

Information about this inspection

  • The inspectors observed the teaching in all classes. They visited 19 lessons taught by six
    teachers. The headteacher joined inspectors for several of these visits and inspectors observed
    her reporting back to teachers on the quality of learning and pupils’ achievement seen.
  • Inspectors held discussions with pupils, the headteacher, teachers and the Chair of the
    Governing Body. The lead inspector held a telephone conversation with a representative of the
    local authority.
  • The inspectors looked at a range of evidence including hearing pupils read, records of pupils’
    progress, safeguarding documentation, behaviour logs and the results of the school’s checks on
    the quality of teaching. They also examined the work pupils were doing in their books.
  • The views of 20 parents were analysed through the Parent View website. The views of parents
    who met an inspector at the school gate were also considered.

Inspection team

Gerald Griffin, Lead inspector Additional Inspector
Stephen Howland Additional Inspector

Full report

Information about this school

  • This is a smaller-than-average sized primary school.
  • A smaller-than-average proportion of pupils are known to be eligible for the pupil premium,
    which provides additional funding for children in local authority care, those from families in the
    services (such as the army) and pupils known to be eligible for free school meals.
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is below average.
  • The proportion of pupils supported at school action plus or with a statement of special
    educational needs is also below average.
  • The majority of pupils are White British.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress in English and mathematics.

What does the school need to do to improve further?

  • Raise teaching and rates of progress to outstanding by:
    ensuring that the tasks set for pupils in lessons are sufficiently demanding for each member of
    the class
    checking that pupils always act upon the written comments in their books
    sustaining a rapid pace to learning in creative development lessons and those extending
    children’s knowledge and understanding of the world in the Nursery and Reception classes.

Inspection judgements

The achievement of pupils is good
  • Children start school with knowledge, skills and understanding at expected levels for their age.
    Last year they joined the school below expectations. Children make generally good progress in
    all areas of learning and this summer reached attainment that was average at the end of their
    Reception Year.
  • While children’s progress in gaining knowledge and understanding of the world and in creative
    development is good, it is not as quick as in other areas of learning. This is because they do not
    have enough opportunities to investigate ideas in detail and to perform together, for example, in
    dance and music.
  • Pupils’ progress is good in Years 1 to 6 in reading, writing and mathematics. Last summer pupils
    left Year 6 with above-average attainment. When writing, pupils use vocabulary and punctuation
    skilfully to express their ideas clearly in many different ways, such as factual accounts, letters
    and stories.
  • Progress in reading is good because pupils have well-developed skills in linking letters to the
    sounds they make (phonics). They are keen to read and do so regularly. Attainment in reading is
    currently above average in Year 2. Additionally, they have a good understanding of the material
    they read and this is supported well by parents of younger pupils reading with their children at
  • Progress in mathematics, which has been slower than that in English over the past few years,
    has improved. This is because teachers are now skilled in teaching pupils to solve mathematical
    problems. In an outstanding Year 2 lesson, pupils made very good progress in ordering random
    numbers and writing down any that were missing. Pupils use their mathematics skills
    competently to measure in science and in design and technology.
  • Disabled pupils and those who have special educational needs concentrate well in lessons. Their
    good progress is secured by effective teaching, which enables them to achieve small but
    demanding steps in learning.
  • The school provides effective support for those pupils known to be eligible for the pupil premium
    and ensures that they, too, make good progress. For example, the school has trained adults to
    support the needs of those pupils who have emotional difficulties so that they are able to
    concentrate in lessons and make similar progress to their classmates.
  • Pupil’s good progress and positive attitudes mean that they are well prepared for secondary
The quality of teaching is good
  • Teachers’ questions are probing and make pupils think deeply. They use resources such as
    computers and educational games effectively to deepen pupils’ understanding.
  • In the large majority of lessons, teachers use test and other data well to plan demanding tasks
    that stretch all members of the class. Occasionally, work set for some pupils is either too hard or
    too easy and their pace of learning slows.
  • In the Nursery and Reception classes, teachers plan a good balance of adult-led and child-
    chosen activities in an exciting setting. Learning takes place inside and outdoors, and develops
    children’s understanding well. Teachers do not plan investigations and opportunities for children
    to perform as well as they plan tasks in reading, writing and mathematics.
  • Teachers plan many opportunities to develop pupils’ spiritual, moral, social and cultural
    awareness. For example, Year 6 pupils told an inspector that in a recent philosophy lesson they
    had reflected deeply on how their actions might affect the feelings and emotions of those around
  • Teaching assistants provide valuable support, especially for disabled pupils and those who have
    special educational needs and those known to be eligible for the pupil premium. For example,
    they take notes on pupils’ progress and pass them to the teacher to help plan the next steps in
    their learning.
  • Marking and feedback provide pupils with a clear understanding of how they can improve their
    work. However, teachers do not consistently check that pupils have acted upon this good advice.
The behaviour and safety of pupils are good
  • Parents, school records and discussions with pupils confirm that good behaviour is the norm.
  • Pupils are polite, enthusiastic and have positive attitudes towards school and learning. They
    cooperate and collaborate well in groups.
  • Pupils have a good understanding of what constitutes bullying. They are fully aware of its
    different forms, such as prejudice-based bullying. They say that there is no bullying in school.
    Pupils are highly confident that if any bullying did take place it would be quickly resolved by the
  • Pupils feel very safe and know precisely how to keep themselves safe, for example when moving
    through the school’s narrow corridors.
  • Attendance is above average, reflecting the pupils’ enjoyment of school.
The leadership and management are good
  • School leaders, including the governing body, aim high. Teaching has improved and there have
    been more opportunities for pupils to use their basic skills in their work since the previous
    inspection. Additionally, pupils can make choices about what they learn and so gain
    independence. This shows the school is well placed to improve further.
  • Leaders make thorough checks on teaching and the quality of learning, and plan purposefully to
    tackle weaknesses and to improve teachers’ skills. For example, training is underway to develop
    aspects of teachers’ planning in the Early Years Foundation Stage.
  • Performance management of teaching is rigorous. Only those teachers that have met the
    challenging targets set by the school for the progress of children in their class are considered for
    additional pay.
  • Leaders' regularly check on the progress made by each pupil and the resulting support and
    guidance make sure that individual pupils quickly close any gaps in their knowledge and
  • Teachers have a good understanding of the needs of disabled pupils and those who have special
    educational needs. They use this information to provide good individual support. The help
    provided for pupils whose circumstances may make them vulnerable is very effective.
  • The local authority has made a strong contribution to the training of school leaders and to
    improving the teaching of English.
  • Nearly all parents expressed positive views about their children’s progress, teaching and the
    leadership of the school. The school provides meetings that are well attended by parents, for
    example about phonics, that help them to support their child’s learning at home.
  • The way subjects are taught strongly promotes pupils’ spiritual, moral, social and cultural
    development. For example, the school provides many opportunities for pupils to gain an
    understanding and respect for cultures that are different from their own. The school organises a
    wide range of clubs for its pupils.
  • The school completes all statutory checks on the suitability of staff to be employed. Child
    protection training for staff is thorough, and leaders implement child protection policies
  • Leaders have a clear commitment to combating discrimination and promoting equal
    opportunities, as shown in the good progress made by all groups of pupils, from all
    backgrounds. They foster good relations with outside agencies and other schools to improve
    pupils’ life chances even more.
  • The governance of the school:
    Governors are well informed about the school’s performance and how well finance such as
    the pupil premium funding is spent. This comes about through their visits to see the school
    at work and from detailed reports by school staff. They use this information to ask searching
    questions of senior leaders and, as a result, the quality of teaching and pupils’ achievement
    has improved. Governors support strongly staff training, for example, through the sharing of
    good practice with other local schools that has sharpened teachers’ skills and improved
    pupils’ achievement. They also keep a careful eye on performance management
    arrangements to see that robust targets are set and that performance is linked to pay.

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.

School details

Unique reference number 132043
Local authority Staffordshire
Inspection number 402532

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

Type of school Primary
School category Foundation
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 181
Appropriate authority The governing body
Chair Rob Jeffries
Headteacher Jo Banks
Date of previous school inspection 21 January 2010
Telephone number 01782 720406
Fax number 01782 720406
Email address reveal email: head…


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