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Highlands Primary is a school where pupils thrive.
A governor described the school as 'opening up the door to the world, which enables pupils to be well prepared for the next stage of their education'. Pupils benefit from strong relationships with staff. The school core values of respect, resilience, kindness, tolerance and self-confidence are visible in every corner and woven throughout the curriculum.
The school has very high expectations of its pupils, and pupils strive hard to meet them. Across the school, pupils achieve very well.
The school provides a rich and diverse set of personal development opportunities for all pupils.
Pupils attend clubs... for sports, reading and films to name a few. Student leaders also run clubs during school time and after school. All pupils learn to play a brass musical instrument and regularly take part in singing.
Pupils perform regularly at the Hull Minster. The school supports pupils to develop a strong personal character very effectively.
The school organises well-planned experiences to enhance pupils' learning.
These include outings to various museums and places of interest. For example, pupils learn about the Stone Age through a visit to Creswell Crags. This allows pupils to make links to their learning in the classroom and deepen their understanding of the key knowledge.
Pupils are exceptionally well behaved and show kindness and respect for their fellow pupils and school staff. Staff help pupils to understand the importance of concepts such as empathy and kindness to all. This helps the school to be a happy and caring place.
What does the school do well and what does it need to do better?
The school has designed and implemented an exciting, ambitious curriculum.Leaders have been meticulous in ensuring that the curriculum in all subjects is just right for all pupils, including pupils with special educational needs and/or disabilities (SEND). The school works closely with the experts in the trust in providing an exceptionally systematic programme of professional development for staff.
This is realised through high-quality coaching and research, as well as intensive training.
Staff have a deep understanding of the subjects that they teach. They make expert choices in the way they deliver new learning, which is presented clearly.
Resources and activities to support pupils in learning new concepts are chosen so that they are effective in developing understanding. As a result, pupils learn the curriculum extremely well. They engage readily in discussions about the subjects that they are studying, using subject-specific vocabulary.
In physical education (PE), for example, Year 3 pupils use words such as 'core strength,' 'balance' and 'shape' with accuracy and confidence. Across the curriculum, pupils' misconceptions are identified and addressed promptly.
Leaders support staff extremely well.
The school gives help and training to teachers so that they know how best to deliver the curriculum to engage and inspire pupils. Teachers teach the right things, at the right time, in the right way. They have high aspirations for pupils.
Pupils achieve well across the curriculum, particularly excelling in mathematics and English.
The school's focus on early reading is at the heart of curriculum thinking. From the start of Reception, pupils learn to read using phonics.
Staff have been trained well and teach with precision. Pupils and those at the early stages of reading develop the phonics knowledge and skills they need to read with fluency. Teachers make sure that pupils read books that match the sounds they know.
They swiftly identify pupils who are not as confident and put in place a range of appropriate support. This results in pupils, including pupils with SEND, becoming confident and enthusiastic readers. This love of reading continues throughout the school.
The school exposes pupils to a diverse range of high-quality texts and authors. Pupils understand that teachers have chosen books to help with their learning in other subjects. For example, pupils in Year 6 were reading 'Pig-Heart Boy', as this linked with their science knowledge on the circulatory system.
Pupils have extremely positive attitudes to learning. They are highly focused and engaged during lessons. In early years, children are also highly motivated.
They share and cooperate well with each other. Leaders ensure that attendance is high.They have robust procedures in place and work closely with parents and carers to support pupils to attend school regularly and on time.
The school has developed a thoughtful and well-planned personal development programme that is rooted in the values of the school. Pupils are supported to contribute positively to both the school and local community. Pupils embrace the various leadership responsibilities on offer to them.
The head girl and head boy, as part of the school council, are responsible for meeting with teachers to look at ways to improve the school day. Older pupils successfully act as role models for the youngest children, helping them to make the most of their learning. Older pupils hear younger pupils read and help younger pupils during lunchtime.
To nurture pupils' well-being, leaders have established weekly 'home groups'. These sessions foster an environment where pupils feel confident to express their feelings and understand the importance of caring for others. Pupils discuss important topics and current affairs, so they develop an understanding about the world around them.
Pupils know the importance of respecting and understanding different faiths, beliefs and cultures.
The trust and those responsible for governance have a secure understanding of the school's strengths and next steps. They share leaders' high expectations for all aspects of the school's work.
Staff are proud to work at the school. They value the collaborative work and support of leaders and colleagues.
