High Lane Primary School

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About High Lane Primary School

Name High Lane Primary School
Website http://www.highlane.stockport.sch.uk/
Ofsted Inspections
Headteacher Mrs Alison Humphries
Address Andrew Lane, High Lane, Stockport, SK6 8JQ
Phone Number 01663762378
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 174
Local Authority Stockport
Highlights from Latest Inspection


High Lane Primary School continues to be a good school.

What is it like to attend this school?

Pupils are happy and safe at this school. They understand that if they need help, adults will support them, sort out any problems and help them to feel less worried. Although bullying rarely happens in school, leaders deal with any such incidents promptly.

Pupils know that leaders have high expectations of their behaviour and learning. They respond to these expectations by listening carefully to their teachers, working hard and doing their best. Lunchtimes are a hive of activity where staff arrange fun sporting activities, providing pupils with a wide range of equipment.

This ens...ures that lunchtimes are calm and harmonious.

Pupils are respectful of diversity. The understand why it is important to be tolerant of others.

Pupils are also taught about the importance of developing healthy lifestyles and relationships. They are well prepared for life in modern Britain.

Pupils enjoy the extra-curricular activities that are available to them.

Many pupils take part in a range of clubs, such as sports club, athletics and cross country. Pupils relish the opportunities to take on extra responsibilities, for example by acting as members of the school council and as play leaders. This helps pupils to feel fully involved in the life of the school.

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

Leaders have developed an ambitious curriculum which meets the expectations of the national curriculum. In most subjects, they have identified what they want pupils to know by the end of each topic or year group. Leaders make sure that teachers have the expertise to deliver these subject curriculums well.

Teachers carry out regular checks on what pupils know and remember in these subjects. This helps pupils to build securely on their prior learning.

In a few subjects, including some areas of learning in the early years, leaders have not identified the small steps of learning that pupils need to gain in order to reach these ambitious end points.

This means that, in these few subjects, teachers do not have the information that they need to know what to teach and when this should happen. This hinders how well staff in the early years deepen children's knowledge of some areas of learning. It also hampers how well teachers in key stages 1 and 2 plan pupils' next steps of learning.

Some pupils do not build their knowledge as securely as they do in other subjects as a result.

Leaders ensure that the needs of pupils with special educational needs and/or disabilities (SEND) are identified accurately and swiftly. Pupils with SEND receive effective and targeted support so that they can access the same curriculum as their peers.

As a result, these pupils learn and achieve well.

Leaders' approach to early reading, including phonics, is effective. Teachers are well trained and have the expertise to successfully deliver the early reading programme.

Pupils enjoy reading and listening to stories. As soon as children join the early years, they begin learning phonics. Pupils learn and practise sounds every day.

Leaders have thought carefully about how to support the reading development of pupils who need additional support to prevent them from falling behind. They ensure that these pupils receive support from skilled staff so that they become confident, accurate readers.

Pupils behave well and are respectful towards others.

Disruptions to lessons are rare. Pupils benefit from well-established routines which support their learning and behaviour. Children in the early years settle well and follow the routines of the day.

Leaders have ensured that pupils' development beyond the academic curriculum is well considered. Pupils learn about respectful relationships and the importance of looking after their mental well-being. They benefit from a wide variety of enrichment activities.

For example, pupils take part in residential visits and perform with pupils from other schools as part of the choir. This helps them to become more confident and prepares them well for moving on to key stage 3.

Governors understand their roles and statutory duties.

They fulfil these effectively by successfully holding leaders to account for the quality of education that pupils receive. Governors are mindful of the workload and well-being of leaders and of staff. Consequently, staff feel well supported and enjoy working at this school.


The arrangements for safeguarding are effective.

Leaders ensure that all staff are well trained to spot any signs that a pupil may be at risk of harm. They have put in place clear procedures for staff to follow if they have any concerns about a pupil's welfare.

Staff follow up any concerns effectively. Their records help leaders to identify any pupils who may need help. Where appropriate, leaders involve other agencies to ensure that pupils and their families get the timely support that they need.

The curriculum supports pupils to know how to keep themselves safe, including when working or playing online. As a result, they know what to do if they experience cyber-bullying or have any concerns when playing games remotely.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, and in some areas of learning in the early years, leaders have not identified the small steps of knowledge that pupils should learn in order to reach the end points of each topic.

As a result, pupils do not build their knowledge well over time. Leaders should ensure that in these subjects, teachers know what should be taught and when this should happen, so that children in the early years and pupils across key stages 1 and 2 know and remember more over time.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in December 2013.

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