Heathfield Primary School
- Heathfield Primary School
- Head: Mrs Helen Tarokh
- T 01325 252144
- F 01325 252010
- E [email protected]
- W www.heathfieldprimary.com
- A state school for boys and girls aged from 3 to 11.
- Boarding: No
- Local authority: Darlington
- Pupils: 444
- Religion: Does not apply
- Latest Overall effectiveness Requires improvement 1
- Early years provision Good 1
- Outcomes for children and learners Requires improvement 1
- Quality of teaching, learning and assessment Requires improvement 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 19th October 2017
- Previous Ofsted grade: Good on 14th February 2013
- Ofsted report: View the Ofsted report
What the school says...
Heathfield is a school which prides itself on being fully inclusive. This inclusion is used to support high levels of achievement.
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Special Education Needs
Heathfield is a fully inclusive school which provides: high levels of support (13 TAs at present) allowing higher staff/pupil ratios than normal. We have a wealth of experience, gained over 15 years of inclusive practice, dealing with the inclusion of children who have: complex learning difficulties; problems with fine/ gross motor skills; speech and language difficulties, and emotional difficulties. We offer inclusive provision and wrap-around care for pupils from 3-11 years. Our facilities include three sets of assisted toilets to allow access in all parts of the school; and full access with ramped approaches for all external entrances and widened doors to playgrounds etc. We have: ongoing links with Beaumont Hill Special School for sharing expertise and advice; well developed assessment and pupil tracking; and high levels of achievement throughout the school which resulted in the highest added value in the LA in 2003-4. We offer: small group work and constant high levels of support; help with the development of gross and fine motor skills to deal with language difficulties; finely tuned programs of study to support personalized learning; and provision for the talented and gifted children, through small group support and dedicated teacher. There is a vibrant ethos of ‘I Can..’, which applies to all in the school.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder|
|Attention Deficit Hyperactivity Disorders|
|CReSTeD registered for Dyslexia|
|English as an additional language (EAL)|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty||Y|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|OTH - Other Difficulty/Disability|
|Other SpLD - Specific Learning Difficulty|
|PD - Physical Disability|
|PMLD - Profound and Multiple Learning Difficulty|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
sometimes, but not in this year