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I am extremely proud and privileged to be the Executive Head Teacher of such a happy, vibrant and dynamic school. We continually strive to challenge the children so they receive the very best education possible. At our school we have high expectations and the children reward us by always giving their best.

We believe that Heaton Avenue Primary School is an integral part of the local community and we value our links with others. It is vital for us to develop positive and productive relationships with our children and their families. This enables us to create a friendly, safe and supportive environment for all to enjoy.

We have a caring, hard working and committed team that strive to bring out the best in our children. We are all dedicated to developing the knowledge, skills and understanding which enables children to be well equipped for the future.

We are part of the SHARE Multi Academy Trust (with Shelley College, Thornhill Academy, Royds Hall School (Beech Primary and Luck Lane Primary), Millbridge Junior and Infant School and Cowlersley Primary School). As Executive Headteacher I have have oversight of both Heaton Avenue and Millbridge.

School Ethos and Vision

The school is an integral part of the community where everyone works together to enable children feel valued and respected so they are empowered to always give their best.

We have five strands to our School ethos and vision which reflect our continued drive to be an excellent school, providing the best opportunities for our pupils.


children to: have ambition, a love of learning, develop thier own ideas, develop positive relationships, initiate activities, make choices about approaches, engage in new activities showing curiosity and enjoy meeting challenges.


about themselves; keeping safe and healthy, their place in the variety of communities they are a part of and the world around them. This is through asking questions and researching answers, analysing information, understanding reliability and preparing themselves for a life full of learning.


a wide variety of rich, exciting, stimulating real life situations in a changing world, a broad, dynamic curriculum, differences between themselves and others and value them, working in teams and communicating ideas effectively, making mistakes and how to negotiate and resolve conflict.


a sense of self-worth, wellbeing and belonging, high levels of interest, high standards, perseverance and a belief in themselves.


with others: their experiences, how to be respectful and polite, kind and considerate, listen and collaborate, celebrate achievements and be exemplar role models.


Our school drivers are the skills that we want to build in our children and are the elements which drive our curriculum. Drawing on the knowledge and experience of our staff, with consideration of our aims and values, and by carefully analysing the needs of our children , the following Curriculum Drivers have been developed:


  • why stop dreaming when you wake up?

  • inspiring children to broaden their horizons through exposure to a wide range of life possibilities;

  • looking at different opportunities and career prospects and meeting people who do different jobs;

  • being inspired to travel.


  • encouraging children to be inquisitive and questioning;

  • encouraging children to be resourceful and independent in their learning;

  • providing opportunities for independent thinking and application of skills;

  • developing collaborative learning;

  • encouraging ‘risk taking’;

  • requiring perseverance and improvement through evaluation;

  • nurturing problem solvers.

Emotional Awareness

  • being aware that children have different needs;

  • teaching empathy;

  • helping children to acquire the essential skills required to be a good learner;

  • helping children to be a good friend, sociable, a member of our community;

  • understanding and exploring different feelings and emotions;

  • addressing spiritual and moral values.


  • teaching financial awareness and responsibility;
  • supporting children in making 'sound' financial decisions;
  • helping children to understand the value of goods and items

For more information on the importance of enterprise in our school, please click here

Our values

We are gentle (we don’t hurt anything)

We listen and follow instructions (we don’t interrupt)

We always tell the truth (we don’t lie)

We are kind and helpful (we don’t hurt anybody’s feelings)

We take care of the school and everything in it (we don’t damage things)

We work hard (we don’t waste time)

Ready to Learn

Our eyes are looking

Our ears are listening

Our lips are closed

Our hands are still

Our brains are ready

To develop techniques and acquire skills for life we encourage children’s positive attitudes to learning that promote the attributes that help you achieve personal success.


School Development Plan - 18-19

Children and Young People

Area for improvement (from SEF)

Measureable goal

Attendance: Pupils value their education and rarely miss a day at school. No groups of pupils are disadvantaged by low attendance. The attendance of pupils who have previously had exceptionally high rates of absence is rising quickly towards the national average.


Personal Development, Behaviour and Welfare:

Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.

  • Attendance increases to 97% (school target) and persistently absent pupils reducing significantly – very few pupils PA especially those who are (PP/SEND)
  • APSO has a positive impact on the long term attendance of pupils referred – parents held to account when contracts are being broken
  • Pupil voice shows a deeper understanding of social/cultural issues within wider socity

Outcomes: Each year group and across the curriculum, including in English and mathematics, current pupils make substantial and sustained progress, developing excellent knowledge, understanding and skills, considering their different starting points  


The attainment of almost all groups of pupils is broadly in line with national averages


Leaders and governors focus on consistently improving outcomes for all pupils, but especially for disadvantaged pupils.

  • Attainment and progress remain above the expected standard FFT20

   Target groups:-

    Boys – Y2 R/M

    Girls – Y1 Phonics

    Y4 – Spelling

    Y6 – mid/low readers (Mid to expected)


  • Continue to diminish the difference for disadvantaged pupils – in combined expected


Teachers, Staff and Leaders

Area for improvement (from SEF)

Measureable goal

Teaching & Learning: Secure excellent teaching through an analytical understanding of how pupils learn and of the core features of successful classroom practice and curriculum design, leading to rich curriculum opportunities & pupils’ well-being


 Staff reflect on and debate the way they teach. They feel deeply involved in their own professional development. Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils

  • Change teams ensure standards are raised – processes refined and enhanced


  • Excellent practice to impact positively on pupil progress in school and across the MAT- NLE/SLE/EP/OTP/LP

Teachers embed reading, writing & communication and, where appropriate, mathematics exceptionally well across the curriculum, equipping all pupils with the necessary skills to make progress. For younger children in particular, phonics teaching is highly effective in enabling them to tackle unfamiliar words

  • Resilient Reader to be developed through school – impact on all pupils (particularly for mid/low attaining pupils)
  • Across the schools clear systems for AET, T4W, AR, Pen Pals, Dojo’s, phonics, spelling, Learning walls – consistency is minimum expectation

The broad & balanced curriculum inspires pupils to learn. The range of subjects  helps pupils acquire knowledge, understanding & skills including: the humanities and linguistic; mathematical; scientific; technical; social; physical & artistic learning

  • Theme - Increasing number of pupils working consistently at Greater Depth through timely feedback and challenging objectives


Parents and Community

Area for improvement (from SEF)

Measureable goal

Parental/carer Support:

Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Parents are given guidance about how to support their child to improve

  • Enhanced parental engagement and involvement in supporting pupil learning

Community: MAT/Wider

Create outward-facing schools which work with other schools and organisations - in a climate of mutual challenge - to champion best practice and secure excellent achievements for all pupils


Inspire and influence others - within and beyond schools - to believe in the fundamental importance of education and to promote the value of education

  • develop more consistency across partner schools to drive standards


Finance, Operation and Resources

Area for improvement

(from SEF, audit or other)

Measureable goal

Operations: Distribute leadership throughout the organisation, forging teams of colleagues who have distinct roles and responsibilities and hold each other to account for their decision making.

Trust centralised IT systems and strategy

  • Across the schools clear accountability sytems for SLT/ MLT/Governors/Directors
  • Clear plan of action for SHARE IT to ensure IT consistently works to support learning & leadership





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