Highfields Primary Academy


Name Highfields Primary Academy
Website http://www.highfieldspa.org.uk/
Ofsted Inspection Rating Requires improvement
Inspection Date 16 May 2018
Address Coppice Road, Highfields, Doncaster, South Yorkshire, DN6 7JB
Phone Number 01302722216
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 119 (49% boys 51% girls)
Number of Pupils per Teacher 16.6
Academy Sponsor Delta Academies Trust
Local Authority Doncaster
Percentage Free School Meals 34%
Percentage English is Not First Language 10.9%
Persisitent Absence 13.3%
Pupils with SEN Support 19.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is smaller than the average-sized primary school. The school became an academy in 2012 and is part of the Delta Academy Trust. Governance arrangements are through an academy advisory board, which is a sub-committee of the main Delta academy board. The head of academy and associate executive principal were new to their posts in September 2017. Just over half of all pupils are eligible for the pupil premium additional funding, which is a much higher proportion than the national average. The proportion of pupils who receive support for their SEN and/or disabilities is above average. The proportion of pupils with an education, health and care plan is lower than average. Most pupils are of White British heritage. The school did not meet the government’s floor standards in 2017. These are the minimum expectations of pupils’ achievement in English and mathematics set by the government. The school runs a breakfast club.

Summary of key findings for parents and pupils

This is a school that requires improvement Since the last inspection, pupils’ progress has not been strong enough to enable them to achieve well. Despite a recent firm focus on improving teaching and learning, some gaps in pupils’ learning in English remain. Too few reach the expected standards by the end of Year 6. Teaching in the early years does not support children in making enough progress from their low starting points. Pupils’ mistakes in their written work are identified, but they are not addressed well enough to help them improve rapidly. Due to some historically weak teaching in reading and phonics, pupils of lower ability in key stage 2 have gaps in their reading skills. This slows the progress they make in other subjects. Lower-ability pupils do not have the support they need to make good progress in phonics. Although leaders are supporting pupils in developing their moral and social skills, pupils have limited knowledge of different faiths and cultures. This limits their understanding of life in modern Britain. The school has the following strengths Recently appointed senior leaders have a very clear view of what the school needs to do to improve. They have quickly implemented new, well-evaluated strategies to improve the quality of teaching and learning, which are bringing about improvements in pupils’ outcomes. Trust leaders, school leaders and members of the academy advisory board have a united approach to school improvement. Their receptive and professional approach to plans for school improvement is bringing about the changes needed to the quality of education offered. Safeguarding is effective and support for pupils’ welfare is strong. Middle leaders have a clear understanding of the strengths and weaknesses in their areas of responsibility. They are enthusiastic in their roles in supporting school improvement. Pupils have a very good understanding of the school rules and adults’ high expectations for their good behaviour. As a result, pupils say that they feel safe in school and they are happy. The number of exclusions has reduced substantially. Leaders’ actions have raised expectations for pupils’ good attendance. This means that rates of absence have decreased and are now similar to the national average.