Victory Heights Primary School

Students achievements in the English, mathematics and science continues to be extremely high in both phases of the school. As a result of improving standards in the teaching of Islamic education, students' knowledge, skills and understanding are improving. Although still good, there have been many actions by the school to raise students' attainment in Arabic but these have yet to have the desired impact.

Students consistently display positive behaviours and are dedicated to their learning, also possessing a keen interest in the local culture, history, and values. Through initiatives like the Ambassador Programme and the Student Council, they are encouraged to become role models in various areas, actively contributing to school improvements. Their engagement extends beyond the school, as they participate in local charitable events, demonstrating a deep concern for the wider community and embodying the values of empathy and social responsibility.

Through highly effective assessment systems, teachers have a deep understanding of their students, enabling tailored planning to cater to diverse student groups. This collaborative approach fosters a culture where enhancing learning skills is a mutual goal. Since the previous inspection, initiatives promoting critical thinking and independence have been successful. In the Foundation Stage, teachers engage children with creative approaches, integrating learning with thematic exploration and allowing ample space for pursuing individual interests.

The care and safety of its students is the school's first priority. Well-being lies at the heart of that process, applying equally to staff and students. A non-teaching lead for well-being is now in post. There is an on-going, effective system for concerns to be shared and addressed. Student wellbeing ambassadors listen to the student body and are increasingly influential in enhancing practices. The school climate enables students to learn to be positive, respectful, reflective and kind.

The school is inclusive. It has strong assessment procedures, which identify barriers to students' learning. Individual plans are created with parents and these are skilfully delivered by the inclusion team and class teachers. The plans are regularly monitored and feedback is given to parents on the progress that their children make. Parents describe partnerships with the school as very open and supportive. Almost all students make above expected progress and build their skills of independence, collaboration and persistence.

Leaders are highly effective. Roles and responsibilities are appropriately distributed. Collectively, they know their school well and their planning for improvement successfully addresses most identified priorities. Improvements are made in partnership with parents and students, and with the support of an excellent governing body. Together, they have created a well-managed and well-staffed, vibrant learning environment. which seeks to improve students' academic and personal growth from its already very high levels.