Heron Park Primary Academy

Name Heron Park Primary Academy
Website http://www.heronparkprimaryacademy.org/
Ofsted Inspections
Address Dallington Road, Hampden Park, Eastbourne, BN22 9EE
Phone Number 01323502525
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 388 (49.7% boys 50.3% girls)
Number of Pupils per Teacher 28.5
Academy Sponsor Aurora Academies Trust
Local Authority East Sussex
Percentage Free School Meals 41.2%
Percentage English is Not First Language 16.8%
Persistent Absence 12%
Pupils with SEN Support 21.9%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

Heron Park Primary Academy is larger than the average-sized primary school. It has Nursery provision for two-year-olds.

It is part of the Aurora Academy Trust. The Aurora Academy Trust board has responsibility for matters relating to the school. However, there is a local advisory board comprising parents, staff and local community members.

The proportion of pupils who speak English as an additional language is higher than the national average. The proportion of pupils who are eligible for support from pupil premium funding is well above average. Typically, the number of these pupils in each year group is high, often about half of the cohort.

The proportion of pupils who have SEN and/or disabilities is above average. There have been a number of significant leadership changes since the previous inspection. The school’s previous headteacher resigned his post in December 2017 and the deputy took over as acting headteacher in January 2018, supported by an executive headteacher from the trust.

The current headteacher was appointed in September 2018. The school runs its own breakfast and after-school provision.

Summary of key findings for parents and pupils

This is a school that requires improvement Although the actions of leaders, including governors, are leading to improvement, the quality of teaching, and pupils’ attainment, are not yet consistently good.

The changes leaders are making to the teaching of reading, writing and mathematics are too recent to have had a consistent effect on pupils’ outcomes. Leaders do not have a consistent and precise understanding of pupils’ progress from their starting points. Therefore, they cannot ensure that pupils are challenged.

This applies particularly to the most able pupils. Leaders’ plans are not carefully monitored against targets for improvement. As a result, governors cannot check effectively on progress and are too reliant on the information the leaders provide for them.

Teachers do not always set high expectations for what pupils are able to achieve. They do not challenge the most able pupils to do their very best. Teachers do not regularly set tasks that move pupils’ learning on rapidly enough.

In some subjects, there is not enough emphasis on the development of skills. The school has the following strengths The new headteacher leads with passion and determination. She is committed to improvement, developing a strong team of teachers, and strengthening leadership.

Leaders closely monitor and support pupils who have special educational needs (SEN) and/or disabilities to secure good progress and outcomes. Leaders are successfully promoting pupils’ spiritual, moral, social and cultural understanding. Pupils benefit from a broad and balanced curriculum.

The physical education and sport premium funding is spent well and has a strong impact on pupils’ participation in a wide range of sports, including competitions. Safeguarding is effective. Leaders ensure that pupils are safe and well cared for.

Pupils’ behaviour in classrooms and around the school is good. They are courteous and respectful of each other and adults. Children in the early years classes make good progress.