High View School

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About High View School

Name High View School
Website http://www.highviewschool.org.uk
Ofsted Inspections
Headteacher Mr Jody Trayte
Address 2 Torridge Way, Efford, Plymouth, PL3 6JQ
Phone Number 01752772984
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 359
Local Authority Plymouth
Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish at High View School. Everyone shares the same vision for pupils to be successful learners from the very beginning. Pupils learn exceptionally well.

Outcomes are high, including for those who are disadvantaged and pupils with special educational needs and/or disabilities (SEND).

Pupils are motivated and learn to take responsibility for, and pride in, their work. They participate with interest and enjoyment in their learning.

They show high levels of concentration and focus and produce high-quality outcomes. The school's focus on oracy means that pupils listen carefully to one another. They use opportunities in lessons to discuss their opinions ...and thoughts, giving articulate reasons for these.

Adults have high expectations of pupils' behaviour. Pupils value the consistency and fairness with which adults manage behaviour. Pupils know the steps of the behaviour ladder but say that adults rarely need to use the higher steps.

They understand the consequences of their behaviour and actions. Children in the early years quickly learn to get along with one another. They share and collaborate in their play.

The school supports pupils who struggle to manage their behaviour effectively.

Pupils understand and respect 'hidden differences' in others. They are proud to say that everyone is unique and accepted here.

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

The school is ambitious for every pupil. The curriculum is designed to help pupils gain the knowledge and skills they need to be successful in life. This extends to the wider curriculum where pupils learn to respect their community, environment and one another.

Pupils develop a keen sense of citizenship by contributing to decision-making and community events. For example, the reading action team instigated the selection of non-fiction texts available in each classroom. Pupils are proud of the difference they make.

There is an extensive and varied offer for pupils to participate in clubs and enrichment activities. The value of these clubs is shown in the strong take-up of these opportunities. The school ensures disadvantaged pupils and pupils with SEND take up these opportunities and it does whatever it can to remove any barriers to participation.

Alongside oracy, reading is at the heart of the curriculum. The school ensures that children in the early years learn to recognise sounds and letters securely, which sets them up well for learning in key stage 1. Pupils learn phonics well.

They skilfully segment words and blend sounds together in their reading and writing. This sets them up well for more reading and composing more complex texts later. Teachers support the needs of any pupils who need help effectively.

The curriculum is well sequenced. The school has broken the knowledge it wants pupils to learn into small steps, which helps pupils to build on what they already know. For example, in art and design, children in the early years learn to use colour and line.

They build on this over time so that by Years 5 and 6 they can successfully draw perspective. Vocabulary is explicit in all curriculum areas, and pupils are expected to use precise language in their responses. This helps to secure their understanding of subject-specific words and consolidate their knowledge.

Teachers regularly check on pupils' learning. This ensures misconceptions or gaps in knowledge are addressed before moving on to new learning. In mathematics, pupils practise their fluency before applying this to reasoning and problem-solving.

This builds pupils' confidence and cumulative knowledge over time.

The school develops teachers' subject knowledge continuously. Teachers are enthusiastic about their own learning.

They take every opportunity to broaden their understanding of high-quality teaching. They seize opportunities to support colleagues in and beyond the school. Teachers feel well supported and invested in by leaders.

Governors and trustees are passionate about their school and community. Their strategic actions are entirely focused on achieving their vision of ambition, challenge and support for pupils and staff. They have an accurate understanding of the specific needs, barriers and strengths of the community they serve.

Parents are overwhelmingly positive about the school. They value the warm relationships, communication and the efforts the school goes to in supporting them and their children.


The arrangements for safeguarding are effective.

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