Highgate Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are successful here. This is because staff are caring and knowledgeable.

Staff consider pupils' needs when making decisions about how and what to teach. They know all the pupils well. As a result, pupils are happy and safe here.

They like learning how to read and write and they like finding out about the wider world.

All pupils are expected to be kind and courteous. Pupils learn important routines like how to line up.

This makes the day flow smoothly and helps pupils to learn respect for one another and the school environment. Adults model politeness and pupils emulate this behaviour. If a pupil gets it wrong, then staff help them to put it ri...ght.

Lunchtimes and playtimes give pupils a sense of community and opportunities to make new friends.

Every year, pupils take part in a nativity play. Pupils also go on a range of trips, for example, to the local church or on the King's Lynn ferry.

The school finds creative ways to introduce pupils to different cultures. For example, through hosting a school food festival to celebrate pupils' different backgrounds.

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

The school's curriculum sets out, in a logical order, important knowledge, vocabulary and skills that pupils need to be successful.

Teachers and support staff incorporate new vocabulary into teaching and pupil discussions.

Teachers use their expert knowledge to help pupils understand new concepts. This is because teachers have received training in how to teach subjects well.

Pupils have opportunities to revisit prior knowledge. Teachers aptly spot pupils' misunderstandings and then help pupils to catch up. As a result, pupils build their confidence in different subjects.

However, some pupils do not always have enough opportunities to practise and refine their writing in some subjects. The school is providing ongoing training and support to staff to further improve pupils' opportunities to learn.

Children begin reading lessons as soon as they join the school.

Lessons build in a systematic way. The school shares useful information about early reading with parents. Pupils who are behind in reading receive extra support to catch up.

As a result, pupils enjoy and do well in their reading lessons.

Staff in the Reception Year are experts in child development. They know that children need plenty of opportunities to sing, take part in conversations and listen to stories.

Children have opportunities to learn how to be more independent. For example, staff assist children at lunchtime so that they learn how to use a knife and fork. This makes them feel more grown up when eating lunch with their peers.

The school works closely with the trust coordinator for special educational needs and/or disabilities (SEND). The school includes parents and carers when making decisions about how best to meet their children's needs. As a result, the school can quickly adapt support when new pupils with SEND join the school.

The school makes sure that all pupils, including pupils with SEND, have access to a full curriculum.

Staff focus on building warm relationships with pupils. Their clear expectations help pupils to focus in lessons.

Staff encourage pupils to behave well. They do this through giving praise and celebrating pupils' effort and kindness in assemblies. As a result, pupils look up to the adults and want to do their best.

The school's nurture group provision has a positive impact on pupils' social and emotional development. For example, pupils learn how to remain calm and positive if they do not win a game. Pupils learn about relationships, different kinds of families and beliefs.

Trustees hold leaders to account for the school's quality of education. The school has pupils' best interests at heart. Leaders have an accurate view of the school's strengths and areas for improvement.

Staff are positive about leaders' support for their career development and well-being. Parents are positive about their children's education and experiences in the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not always have enough opportunities to practise and refine their writing in some subjects. This means that they do not develop their writing skills as well as they could. The school should continue to provide training and support to staff to further improve pupils' opportunities to develop and refine their writing across the subjects.