High View Primary Learning Centre

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About High View Primary Learning Centre

Name High View Primary Learning Centre
Website http://www.highviewprimary.co.uk
Ofsted Inspections
Headteacher Miss Theresa Smith
Address Newsome Avenue, Wombwell, Barnsley, S73 8QS
Phone Number 01226273220
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 460
Local Authority Barnsley
Highlights from Latest Inspection

What is it like to attend this school?

This is a school that acts as the heart of the community. Within the walls of the school, there is a feeling of warmth, care and ambition. This ambition is reflected particularly in how pupils treat one another.

Pupils achieve well in national assessments. Staff build strong relationships with pupils. The pupils are comfortable belonging to this large family of other learners and adults.

Pupils are safe, respected and accepted. Their confidence in staff's care for them is well founded. Pupils are proud of their school.

As one pupil excitedly said, 'Our school is fantastic!'

Pupils attend school regularly. Leaders' liaison with pupils' families and o...ther professionals has resulted in more pupils attending school more often. These pupils benefit from the curriculum on offer.

Pupils' behaviour and attitudes are exceptional. From their earliest time in school, pupils learn how to listen, how to show respect to others and how to become confident, articulate individuals. The school provides highly personalised support on the rare occasions that pupils need help to regulate their emotions.

Pupils who receive this support blossom as a result.

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

The curriculum that pupils learn is highly ambitious. Leaders have ensured that, at each stage, the knowledge and subject-specific vocabulary that pupils must learn are clear.

Pupils with special educational needs and/or disabilities (SEND) are identified at the earliest stages in their education. They are skilfully supported to access the same aspirational curriculum as their peers. In most lessons, teachers use assessment seamlessly to identify pupils who have gaps in their knowledge and/or understanding.

Teachers provide regular opportunities for pupils to recap their previous learning. This helps pupils to make connections with their current learning. Leaders have made changes to the structure of lessons in some subjects.

These pedagogical approaches and structures are not embedded and used by staff consistently.

Leaders know how critical it is for pupils to be able to read. Staff have been trained to teach the phonics curriculum with consistency and precision.

The school's high expectations of reading begin early in Reception. Staff assess pupils' reading continuously. Pupils who need more help with reading are quickly identified.

They are expertly supported to close any gaps in their phonics knowledge to become fluent readers as quickly as possible. Pupils in key stage 2 who are at the early stages of reading receive this same, targeted and consistent approach.

Children in the early years get the best possible start to their education.

Children with SEND are quickly identified and skilfully supported by staff. In Nursery and Reception, there is a clear and consistent focus on helping children to develop their language and to be able to communicate successfully. The ambitious early years curriculum builds children's knowledge and skills exceptionally well.

As a result, children take turns confidently and manage their emotions well. Children show high levels of concentration and attention when learning in the early years environment.They build positive learning behaviours that prepare them extremely well for the demands of key stage 1 and beyond.

Pupils benefit from extensive opportunities to develop their character and their understanding of the world. Leaders have placed the personal development of pupils at the centre of the school's work. They have ensured that pupils contribute to the school and wider community willingly and confidently.

Pupils value the opportunities they have to make a difference by carrying out roles of responsibility. As one 'maths ambassador' said, 'It is our job as ambassadors to help and encourage our friends to improve.' Leaders give all pupils a voice.

For example, a group of pupils with SEND represented the school at a Barnsley Council meeting. Pupils learn to understand deeply the rights of each person in society to have their own unique identity. Leaders offer a wide range of clubs and activities for pupils to access beyond the classroom.

Pupils with SEND regularly access these activities.

Governors hold leaders to account robustly. They are passionate about the importance of the school for the community it serves.

They thoroughly understand their roles and their importance in ensuring that pupils receive the best education possible. Governors work closely with trustees. Leaders at all levels have an accurate picture of what the school is doing well and what needs to improve further.

Parents and carers are overwhelmingly positive about the school's work. Leaders look for every opportunity to build relationships with parents and other members of the local community.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, aspects of pedagogy are not delivered consistently in line with the school's expectations. This means that the ambitious end points within the curriculum are not realised as a matter of course. The school should continue to identify and develop pedagogy in the areas of the curriculum where there are inconsistencies.

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