Highfield Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and love coming to Highfield. They described the school as a friendly and safe learning environment, and a place where staff care for them.

Through daily school life, leaders promote the school's values, which include confidence, responsibility, determination and creativity. Pupils demonstrate these values as they learn and play.

Pupils' behaviour and attitudes towards learning are impeccable.

They are courteous, respectful and welcoming of visitors. Any problems, including potential bullying, are resolved early. Pupils said that bullying is rare, but should it occur, staff are quick to deal with it.

Pupils and staff have positive wo...rking relationships. All of this contributes to the calm and orderly atmosphere in school.

Staff have high expectations of all, including those pupils with special educational needs and/or disabilities (SEND).

Most pupils meet these expectations and achieve well. However, in a few subjects, pupils' achievement is not as strong.

Pupils are encouraged to take on leadership responsibilities, such as those of house captains, eco-leaders and school council members.

They value how these opportunities enable them to contribute to the school and local community. For example, pupils raise funds for a local hospice and organise donations to a foodbank.

Pupils can take part in a wide range of extra-curricular activities, including flute lessons and choir, as well as hockey, korfball and boxing.

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

Leaders have designed a comprehensive curriculum that outlines the knowledge and skills that pupils need to acquire. The curriculum is both extensive and well rounded. Leaders have examined curriculum content carefully, especially in mathematics, history and English.

In these subjects, leaders have refined the curriculum further. In the reading curriculum, for example, leaders have introduced a more diverse and rich range of authors for pupils to study.Leaders and the trust make sure that teachers access suitable professional development.

They prioritise developing teachers' subject knowledge. Teachers demonstrate secure knowledge as a result. They typically know how to help pupils learn subject content.

In history, for example, teaching focuses on making sure that pupils can remember knowledge learned in earlier lessons. However, in a small number of subjects, teaching does not help pupils to retain important knowledge and ideas over time. Typically, teachers check pupils' understanding effectively.

Leaders prioritise the development of reading. If required, pupils receive explicit teaching of phonics from Year 3. This is centred on ensuring that pupils learn and practise how to decode words accurately.

Pupils who struggle with reading receive timely support so that they can catch up. Staff promote reading for pleasure and the development of vocabulary.Pupils with SEND are well supported.

Leaders provide staff with training to ensure that pupils' needs are identified accurately. Pupils with SEND access the same curriculum as their peers, and they learn well.Leaders have designed an effective curriculum that supports pupils to develop their understanding of relationships, mental health, well-being and equality.

Pupils learn about citizenship and the diversity of the wider world through well-planned assemblies, workshops and personal, social and health education.Leaders promote pupils' personal development through carefully planned activities. Some of these are chosen specifically to support pupils to deepen their learning in each subject.

For example, pupils recently visited a local river as part of their learning about physical features in geography. Pupils attend a wide range of extra-curricular clubs, including for lacrosse and science.Pupils' behaviour throughout the school is exemplary.

They demonstrate positive attitudes towards learning. In lessons, pupils follow the class rules and know routines well. Learning takes place without any disruptions.

Pupils are polite and work well together. They are respectful towards staff, their peers and visitors.The trust board and local committee are knowledgeable and experienced.

They understand the school's priorities for improvement. They offer appropriate support and challenge to school leaders. Staff feel supported because leaders consider their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that safeguarding pupils is a priority and is a shared responsibility for all staff. Staff understand their responsibilities well.

They are knowledgeable about what to look out for and how to report concerns about a pupil's welfare. Leaders ensure that rigorous recruitment checks are carried out on staff.The trust provides regular safeguarding training and updates for governors and staff.

Leaders work alongside external agencies to provide support for pupils and their families. Staff teach pupils how to keep themselves safe. Pupils said that they feel safe and know how to keep safe in different situations, for instance when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, teaching does not concentrate on the important concepts that pupils need to know and remember. As a result, pupils do not learn some subject content securely. Leaders should support teachers to help pupils to retain more of their learning over time.