Highfield Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe in Highfield School. Staff are friendly and help pupils when they are worried about something.

Pupils behave well. Pupils who spoke with us said that teachers always treat them fairly and deal very firmly with any bullying.

The school's drivers, 'health, culture, aspirations and community', are at the heart of everything that leaders and staff do.

Leaders are determined that all pupils will succeed. They make sure that pupils develop good personal skills for life as well as learning about different subjects. They also provide a range of interesting trips and visits.

Pupils like the range of clubs they can attend after school.... They also enjoy the chances that they have to take part in competitive sports and musical events such as Young Voices. Pupils are involved in some of the decisions about the things that happen in school.

They do this through the school council and the sports council.

Leaders ensure that pupils learn about keeping themselves safe, including when using mobile phones and other technology. They also provide frequent chances for pupils to keep fit.

The daily 'run for a mile' is fun. It encourages pupils to develop healthy habits for the future.

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

Pupils achieve well in this school.

This is because leaders know what pupils need to learn and in what order. They have recently improved the curriculum to make sure pupils know more and remember more. Subject leaders help teachers to plan lessons that build on things that pupils already know.

They also work with teachers to improve teachers' subject knowledge.

All the staff know that pupils need to learn to read as quickly as possible. From the earliest days in Reception, children learn about letters and the sounds that they make.

They quickly move on to reading simple books where these same sounds make up the words in a story. Teachers soon find out if children are lagging behind. They make sure that children and pupils have extra help to catch up.

All this makes sure that most pupils become fluent readers by the end of Year 2.

Once pupils are in key stage 2, they continue to have frequent chances to read every day. All the same, the range of books they choose from is a bit limited.

It does not include many well-known, high-quality authors.

Leaders have recently introduced a new approach to teaching mathematics. This helps pupils to learn how to calculate and solve problems.

Sometimes teachers do not give pupils enough opportunities to use what they have learned in different situations.Pupils with special educational needs and/or disabilities (SEND) achieve very well. They receive the right support from skilled staff.

Leaders make sure that pupils with SEND are fully included in the life of the school. Staff who run the nurture group are particularly good at helping pupils to understand their feelings and emotions. They build pupils' confidence and self-esteem so that they are ready to learn and can cope with classroom routines.

Pupils know the difference between right and wrong and most are keen to learn. They usually treat one another kindly and older pupils enjoy taking on responsibilities in the school. Pupils know that there are many different faiths and religions.

Leaders give pupils opportunities to understand British values. For example, they arrange visits to the Houses of Parliament to learn about democracy.

Governors understand how the school is developing the way that subjects are taught.

They make sure that the money the school receives is put to the best use to help all pupils learn well and be safe in school. Some governors are new to the school and have not yet had the training that they need to help them carry out their roles.

All staff in the early years are well trained and know how children learn best.

Children develop good relationships with adults from the start and settle into school routines. The early years leader has a clear view of what children need to know and when to learn it. This means that most children are ready to start Year 1 when they finish the Reception Year.

They gain knowledge in all areas of learning. For example, by ordering events in their own lives they take the first step to understanding history.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure that pupils are safe in school. They have strict procedures in place to make certain that staff are suitable to work with pupils. All staff are well trained in knowing how to protect pupils from harm.

They recognise the early signs that may mean pupils are at risk, including from radicalisation. Staff know what to do if they have any concerns.

Leaders have developed strong links with other professionals.

This enables them to provide the right support for pupils who need it. Leaders also work well in supporting families to keep children safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Pupils do not have enough opportunities to develop their knowledge of mathematics by using their skills in other situations.

Leaders need to ensure that teachers provide more opportunities for pupils to apply their skills at a level that matches their age. . In key stage 2 pupils do not have enough high-quality books to choose from.

Sometimes teachers do not direct pupils to widen the range of books they read for pleasure. Leaders need to strengthen pupils' reading skills by giving them access to a broad range books by well-known authors. This will also develop pupils' appreciation of excellent literature.