Heritage School’s most recent inspection by the Independent Schools Inspectorate (ISI) took place from 23 – 25 April 2024. Not only did the school meet the expected standard in all areas, but the inspectors provided a significant amount of excellent feedback.
Highlights From the Report Included
On Leadership
Leaders and trustees ‘effectively translate their clear shared vision for the school into development plans which promote pupils’ progress and wellbeing.’ (Paragraph 9)
‘Pupils have confidence in the school’s leaders.’ (Paragraph 10)
On Knowledge
‘A knowledge-rich curriculum…gives pupils a learning experience which is highly effective.’ (Paragraph 19)
On Attention
‘Leaders promote a curriculum that effectively develops the habit of attention and actively promotes pupils’ creativity and aesthetic sensibilities.’ (Paragraph 2)
On Ownership of Learning
‘Pupils develop positive learning habits which support their own development as learners.’ (Paragraph 20)
‘They are attentive in lessons and engage well with their learning, act responsibly and are self-motivated.’ (Paragraph 20).
On Academic Attainment
‘Pupils develop knowledge and understanding in advance of their years and achieve GCSE examination results above those expected for their starting points.’ (Paragraph 21)
‘On average, the oldest pupils attain GCSE grades at least one grade above that predicted from assessment of their attainment at entry to the school.’ (Paragraph 27)
On Mutual Respect
‘The school is an inclusive and purposeful community.’ (Paragraph 36)
‘Leaders create safe spaces for the discussion of sensitive issues and help pupils respect the different groups that make up society.’ (Paragraph 37)
On Pupil Wellbeing
‘The promotion of pupils’ wellbeing is central to the school’s ethos and is at the heart of school culture.’ (Paragraph 10).
On Individual Attention
‘Leaders know their pupils very well and ensure that the provision meets their individual needs well overall.’ (Paragraph 10)
On Culture
‘In depth study enables pupils to develop a deep appreciation, knowledge and understanding of key cultural works.’ (Paragraph 38)
Highlights From the Report Included
On Leadership
Leaders and trustees ‘effectively translate their clear shared vision for the school into development plans which promote pupils’ progress and wellbeing.’ (Paragraph 9)
‘Pupils have confidence in the school’s leaders.’ (Paragraph 10)
On Knowledge
‘A knowledge-rich curriculum…gives pupils a learning experience which is highly effective.’ (Paragraph 19)
On Attention
‘Leaders promote a curriculum that effectively develops the habit of attention and actively promotes pupils’ creativity and aesthetic sensibilities.’ (Paragraph 2)
On Ownership of Learning
‘Pupils develop positive learning habits which support their own development as learners.’ (Paragraph 20)
‘They are attentive in lessons and engage well with their learning, act responsibly and are self-motivated.’ (Paragraph 20).
On Academic Attainment
‘Pupils develop knowledge and understanding in advance of their years and achieve GCSE examination results above those expected for their starting points.’ (Paragraph 21)
‘On average, the oldest pupils attain GCSE grades at least one grade above that predicted from assessment of their attainment at entry to the school.’ (Paragraph 27)
On Mutual Respect
‘The school is an inclusive and purposeful community.’ (Paragraph 36)
‘Leaders create safe spaces for the discussion of sensitive issues and help pupils respect the different groups that make up society.’ (Paragraph 37)
On Pupil Wellbeing
‘The promotion of pupils’ wellbeing is central to the school’s ethos and is at the heart of school culture.’ (Paragraph 10).
On Individual Attention
‘Leaders know their pupils very well and ensure that the provision meets their individual needs well overall.’ (Paragraph 10)
On Culture
‘In depth study enables pupils to develop a deep appreciation, knowledge and understanding of key cultural works.’ (Paragraph 38)