Highcliffe Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is an inclusive school that is highly valued by all members of the community.

Relationships are strong and firmly based on the school's values of Respect, Resilience and Responsibility. Parents frequently comment that the school goes beyond the academic to offer a well-rounded education. New pupils who join the school are made to feel welcome and quickly settle in.

The school provides pupils with an ambitious new curriculum, designed to deepen their knowledge and understanding. This enables many pupils to learn well, although some pupils do not attain as well as they could.

The school has high expectations for pupils' behaviour.

Staff ensure tha...t these expectations are met. Pupils behave well. They can focus on their learning without distraction.

Pupils are happy and feel safe in school.

The school offers a wide range of after-school clubs to widen pupils' interests. Pupils can access many sports clubs and activities.

They can also study French or become involved in the performing arts. Pupils enjoy a range of special roles and responsibilities, such as being librarians and school councillors.

What does the school do well and what does it need to do better?

In many areas, the curriculum is well designed and enables pupils to revisit and build on their knowledge and skills over time.

Pupils talk enthusiastically about their learning. For example, in history, Year 5 pupils can recall how Olympians in Ancient Greece were deemed as gods and relate this to the broader theme of power. However, this is not consistently the case.

In some areas of the curriculum, the school does not check that pupils' understanding is secure. When this happens, misconceptions persist, and pupils do not build their knowledge well enough. The school does not have a clear enough picture of the impact of its curriculum developments.

The early years provides a strong foundation for learning. A vibrant and welcoming environment entices children to discover and explore. There are plentiful opportunities for children to independently apply their learning, such as counting and grouping objects.

Adults are skilled in their interactions with children to develop their language and communication skills. The early identification of children with special education needs and/or disabilities ensures that appropriate support is put in place quickly. For example, a small number of children access daily nurture provision in the 'sunshine room'.

Leaders ensure that appropriate adaptations and resources are in place to support pupils to effectively access their learning.

There is a strong reading culture in school. Pupils regularly access an attractive and well-resourced school library.

Pupils enjoy author visits and trips to a local bookshop. Parents are invited into school to read with their children at the 'breakfast bonanza'. All staff have been trained to deliver the phonics programme well.

The school ensures that books closely match the sounds that pupils are learning. Pupils who are not 'on track' to pass the Year 1 phonics check are identified to receive the extra help they need. Pupils can apply their phonics knowledge to read unfamiliar words.

However, staff do not consistently ensure that tasks are well matched to pupils' current understanding. As a result, they sometimes struggle to access activities in lessons.

Attendance has improved significantly over recent years.

Leaders swiftly identify pupils who are struggling to attend regularly or on time. The school offers practical support for families to ensure pupils are in school ready to learn.

Pupils are well prepared for life beyond the school gates.

They develop knowledge of world religions, deepened by visits to a local Buddhist temple and mosque. Celebration days ensure that pupils are taught the importance of respect and valuing difference. The curriculum teaches pupils to stay safe.

For example, pupils understand the concept of 'consent' and the right to say no. The school has strong links with the local community. Pupils enjoy regular visits to church and actively support both local and national charities.

Staff appreciate the strategies that leaders have introduced to reduce workload and support their well-being. They feel well supported by governors who have prioritised staff well-being during a period of uncertainty.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some areas of the curriculum, the school does not consistently check pupils' understanding well enough. This means that gaps in knowledge are missed and pupils do not build their knowledge well enough. The school should work with staff to better check pupils' understanding so that the information gained is used to inform teaching and support pupils' learning.

• The school does not have a clear enough picture of the impact of the recent changes to the curriculum. This means that it is not able to respond to areas where implementation is less secure. The school should work with staff to develop a clear picture of how well the curriculum is enabling pupils to acquire the intended knowledge and take appropriate action where this is less secure.