|Name||Highfield Middle School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||10 July 2018|
|Address||Highfield Lane, Prudhoe, Northumberland, NE42 6EY|
|Religious Character||Does not apply|
|Number of Pupils||419 (53% boys 47% girls)|
|Number of Pupils per Teacher||16.4|
|Academy Sponsor||Tyne Community Learning Trust|
|Percentage Free School Meals||13%|
|Percentage English is Not First Language||1.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Highfield Middle School teaches pupils from Year 5 to Year 8. It is deemed to be a secondary school and is smaller than the average-sized secondary school. Most pupils are of White British heritage. The proportion of pupils who speak English as an additional language is below average. The proportion of pupils who have SEN and/or disabilities is similar to the national average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is above the national average. The proportion of disadvantaged pupils is similar to the national average. In 2017, the school met the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The vision of school leaders is to knit together ‘academic excellence, personal development and well-being’ for the benefit of the pupils in their care. They are successful in doing so. ‘Highfielders’ make good progress at school, feel safe and leave Year 8 with a wide range of skills that prepare them well for the next stage in their education. The headteacher, ably supported by his senior team, has responded to the areas for improvement identified in the previous inspection with vigour. As a result of their work, the quality of mathematics teaching is now good and the standards that pupils reach in reading are improving. Leaders have ensured that teaching across the school is consistently good. Some is highly effective in igniting pupils’ curiosity and in pushing them to make rapid gains in their learning. Consequently, pupils make good progress from their starting points across the curriculum. Leaders are ambitious for their school and want the quality of teaching to be the very best. They accept that sometimes the most able pupils need to be pushed further in their learning. Sometimes, lessons do not fully engage all pupils in the class. There is a strong focus on sports and the arts, both within the formal curriculum and in the wide range of extra-curricular activities on offer. The annual show is of particular note. Inspectors enjoyed watching scenes from ‘Aladdin’ during their visit. Systems that are in place to support pupils at transition points are highly effective. A variety of activities help pupils to feel welcome when they arrive in Year 5, and similarly pupils are well supported as they move on from Year 8. Pupils are courteous, polite and behave well in lessons. They understand and celebrate difference and they show respect for one another and to adults. They are happy at school, and consequently their attendance is good. Pupils behave well. School leaders know the strengths of their school well and also know what needs to improve. They are aware that some aspects of the systems used to track pupils’ progress could be used more effectively. They also know that these could be developed in subjects other than English and mathematics. One parent told inspectors, ‘This is a great school that takes a holistic approach to teaching by encouraging social and artistic development as well as academic achievement.’ Such positive comments are typical from parents and carers and reflect inspection findings well.