Highbank Primary and Nursery School

About Highbank Primary and Nursery School Browse Features

Highbank Primary and Nursery School

Name Highbank Primary and Nursery School
Website http://www.highbankpriandnursery.co.uk
Ofsted Inspection Rating Good
Inspection Date 06 June 2017
Address Winscombe Mount, Clifton Estate, Nottingham, Nottinghamshire, NG11 9FP
Phone Number 01159152965
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 303 (51% boys 49% girls)
Number of Pupils per Teacher 23.2
Academy Sponsor Transform Trust
Local Authority Nottingham
Percentage Free School Meals 28.8%
Percentage English is Not First Language 9.6%
Persisitent Absence 14%
Pupils with SEN Support 12.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school does not meet requirements on the publication of information about the curriculum on its website. The school does not comply with Department for Education guidance on what academies should publish about the curriculum. The school became an academy on 1 October 2013, sponsored by the Transform Trust. The headteacher took up his post on 1 September 2014. Full-time provision is available for Nursery children. Almost all pupils are from White British backgrounds. The proportion of disadvantaged pupils is above average. The proportion of pupils who have special educational needs and/or disabilities is above average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of key stage 2.

Summary of key findings for parents and pupils

This is a good school The strong and determined leadership of the headteacher has led to a considerable improvement in standards since the last inspection. The quality of teaching has improved as a result of high expectations and good-quality professional development provided by school leaders. Governors and representatives of the Transform Trust provide effective support and challenge to school leaders. Robust systems are in place to check that teaching is effective and that pupils are making good progress. Staff take swift action to provide support to individuals when needed. From low starting points on entry to the school, pupils make good progress and most achieve standards that are at least in line with national averages by the end of key stage 2. The most able pupils achieve above-average standards in reading, writing and mathematics. Pupils who have special educational needs and/or disabilities make good progress overall. Some make rapid progress to reach the expected standards for their age by the end of key stage 2. Children joining the school in the early years settle quickly and make rapid progress. They enjoy their learning and develop secure basic skills that will help them when they move to key stage 1. Pupils’ behaviour is good, both in lessons and at other times of the school day. They have good attitudes to learning and appreciate the efforts of their teachers to make their lessons interesting. The school’s ethos and core values promote respect and tolerance of others and encourage high aspiration. As a result, there is a happy atmosphere and pupils enjoy coming to school. Pupils’ safety and well-being is a high priority for the school. Safeguarding is effective. Improvements in pupils’ achievement in key stage 1 have not been as strong as in the early years and key stage 2. Teachers’ expectations of what pupils can achieve are not consistently high, and their work is not always well presented. The curriculum is not as broad as it should be. Reading, writing and mathematics are covered well, but there are not enough opportunities to learn about other subjects in depth.