Highbury Fields School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Highbury Fields School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Highbury Fields School.

To see all our data you need to click the blue button at the bottom of this page to view Highbury Fields School on our interactive map.

About Highbury Fields School

Name Highbury Fields School
Website http://www.highburyfields.islington.sch.uk/
Ofsted Inspections
Headteacher Mr Tim Fox
Address Highbury Hill, London, N5 1AR
Phone Number 02072881888
Phase Secondary
Type Community school
Age Range 11-18
Religious Character Does not apply
Gender Girls
Number of Pupils 767
Local Authority Islington
Highlights from Latest Inspection


Highbury Fields School continues to be an outstanding school.

What is it like to attend this school?

Leaders and staff have extremely high expectations for all aspects of school life.

One parent or carer reflected the views of many, saying, 'the school focuses on the holistic child'. For example, pupils take part in termly activities such as enterprise days, team building days and 'women in tech' workshops. These events build pupils' ambition and confidence.

Pupils take part in a wide range of visits. Leaders connect these to the curriculum so that pupils extend their learning. For example, after reading a novel by Charles Dickens, pupils visited Dickens' house.

L...eaders ensure that pupils can take part in activities that are often new to them. These include archery, climbing and sailing.

Pupils are proud of their school.

They enjoy school and feel safe. They are well cared for. Pupils act respectfully towards staff and other pupils.

Bullying is rare and when it does occur leaders take action.

Throughout the school pupils are keen to volunteer to support the school and others. Older pupils act as peer mentors and younger pupils help with school events.

Pupils learn about and celebrate their own and others' cultures and faiths.

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

The curriculum is broad and ambitious. Pupils study a wide range of subjects from Years 7 to 11.

French has been introduced so that pupils can study two modern foreign languages. This is increasing the proportion of pupils studying the English Baccalaureate suite of subjects. In Years 10 and 11, and in the sixth form, pupils can choose from an increasing range of subjects.

Subject leaders have identified the knowledge that pupils need to learn to achieve ambitious goals. They have thought carefully about the order in which this knowledge should be learned. This is constantly reviewed to ensure it meets the needs of all pupils.

Teachers check what pupils have learned before they introduce new knowledge and skills. For example, in art a new aspect of drawing is only introduced after the previously taught aspect is revisited.

Pupils respond extremely well to the challenge of becoming independent learners.

They are taught from Year 7 to identify the gaps in their own learning and how to close these. Teachers use their expert subject knowledge to carefully explain new ideas. Teachers emphasise subject-specific vocabulary.

They ensure that pupils become confident in using it. For example, in Spanish pupils chant new vocabulary together and then use it individually.

Pupils with special educational needs and/or disabilities (SEND) are well supported.

Teachers use the detailed information in pupils' support plans to adapt their teaching. This ensures that these pupils achieve the same end points as their peers. Leaders have made support for reading a high priority.

Weaker readers receive one-to-one support from a reading mentor until they become fluent readers. There is also an ambitious catch-up programme for mathematics led by subject mentors.

Low-level disruption in class is very rare.

Pupils come to lessons ready and eager to learn. Pupils listen to the views of others with respect. For example, in science pupils shared and refined their thinking about ecosystems by listening to each other.

Around the school, pupils are calm and considerate.

Leaders' work to include information about relevant careers in each curriculum subject is of particular note. This helps pupils to understand the linkage between what they learn in subjects and the entry requirements for a wide range of career options.

Pupils in Year 10 and the sixth form have individual meetings with an impartial careers adviser to create a career plan. These plans help pupils to prepare for their next steps. Sixth-form pupils find out about apprenticeships and visit universities.

Pupils with SEND receive additional careers support.

Leaders provide a wide range of after-school clubs. Pupils talk enthusiastically about these.

A group of pupils described how learning self-defence in an after-school club had helped them feel more confident. Others explained how abseiling as part of the Year 8 activity trip had helped them to 'face [their] fears'.

Pupils learn about fundamental British values.

For example, pupils in Year 10 visit the Houses of Parliament to learn about democracy. Leaders provide an extensive 'keeping well' programme which is well-planned. This includes learning about healthy relationships and consent.

Pupils value the opportunity to talk openly about the issues raised. After lessons they can get further advice. Parents receive regular updates on what is being taught so they can discuss the issues with their children.

Staff are proud to work at the school. Leaders engage with staff. They have recently revised the assessment policy in order to reduce staff workload.

Governors carry out their statutory duties. They set clear priorities for the school and challenge leaders where appropriate.


The arrangements for safeguarding are effective.

Pupils are able to report concerns online or directly to staff. Staff understand and use the reporting system consistently. Safeguarding leaders keep records of all concerns reported and follow these up rigorously.

Leaders ensure that staff receive regular training on safeguarding, including about local issues. This means that staff know what signs to look for when a pupil might be at risk. Leaders work closely with external agencies to ensure pupils receive extra help.

Leaders have effective procedures in place to deal with situations involving child-on-child abuse. Leaders and staff know what procedures to follow if they have any concerns about adults working in the school.


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

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 first ungraded inspection since we judged the school to be outstanding in October 2016.

  Compare to
nearby schools