Highfields Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils' behaviour shines at Highfields Primary School. Pupils say that their shared rules and values are what makes the school special.

They live together peaceably. On the playground they accommodate each other's games with grace. An atmosphere of calm pervades the school throughout the day.

Pupils consistently treat each other with respect. Their manners are excellent.

The school wants all children to be ready for life in modern Britain.

Visits and trips are chosen with immense care to enrich pupils' knowledge. High ambitions for all are clearly evident. Pupils become eager readers and enthusiastic mathematicians.

Some compose diary entrie...s or newspaper articles with flair. However, there is more to be done to make sure that all pupils write fluently and accurately.

Children are cherished in the early years.

They settle in quickly and routines become well embedded. Parents and carers seize the chance to come and read familiar books with their children at the beginning of the day. There is a warm welcome for all.

Pupils feel safe at school and readily explain that all adults would help them if needed. Parents say that leaders are extremely approachable and that any concerns are quickly sorted out.

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

From their earliest days, children learn how to be part of this harmonious community.

Reception-age children are excellent role models for their younger classmates in the Nursery. Together, they learn to be adventurous and challenge themselves on the outdoor equipment. Their confidence grows as they focus their attention and persist in pushing on the pedals of a bicycle.

Pupils with special educational needs and/or disabilities (SEND) who need more help with physical development get this during 'Big Moves' time. Their needs are quickly spotted and the curriculum is adapted well to help them be successful.

All staff know how to teach reading well.

This begins in the Nursery as children listen carefully to different sounds. Pupils use their phonics knowledge successfully to read unfamiliar words. Books match the sounds that pupils know with precision.

Pupils learn how to form letters correctly and use the sounds that they know as they begin to write words and phrases. However, some do not get the opportunities that they need to practise this until they become fluent. Sometimes, pupils who are at the early stages of learning to write are given tasks that are too hard for them to complete successfully.

Working with the trust, the school is refining the early years curriculum to help all pupils communicate better. Many pupils speak English as an additional language. The school has begun to identify the really important words that it wants all pupils to know so that they are ready for life in secondary school and beyond.

Some staff skilfully encourage children in the early years to use this vocabulary as they talk together. For example, staff describe the changing colours of the leaves outside. At other times, children are not supported as well as they could be so that their communication improves.

Pupils are enthusiastic about their lessons. Well-considered activities bring learning to life. For example, pupils enjoy learning about how the stomach works.

Others recall what they learned about the Stone Age and explain how they choose the best method to solve a problem in mathematics. Staff consider carefully how they can help pupils with SEND to learn alongside their peers. These plans are put in place successfully and pupils with SEND are supported well.

The school wants pupils to become engaged and active citizens. Pupils deeply understand how their school values link with British values. They explain why people of different faiths undertake charitable work.

Pupils reflect thoughtfully on the difference that they can make to the school community through their leadership roles. They relish these responsibilities.

There is a 'buzz' about attendance.

Pupils are keen to get to school every day. The school puts in place considered support for families who are struggling to get their children to school on time. They check that this is making a difference.

Parents say that staff help 'in the best possible way'.

The trust and the local governing body understand their responsibilities. They ask pertinent questions to check that the school is acting in the best interests of pupils, particularly pupils with SEND.

Staff, including those who are new to teaching, feel valued and supported. They say leaders have effective ways of managing workload and boosting morale.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum does not specify clearly enough how pupils should develop their early writing skills. Sometimes, pupils are given tasks that are too complex for them. When this happens, pupils struggle to complete their work successfully.

The school should ensure that pupils secure the foundational knowledge that they need and have opportunities to practise this in their writing until they become fluent. ? The school has begun to identify the important words that all pupils should know, particularly in the early years. This work is ongoing.

However, not all staff have the skills and knowledge necessary to develop pupils' communication effectively. Interactions between staff and pupils do not always help pupils to secure their knowledge of language as well as they might. The school should ensure that all staff consistently enable pupils to know more and communicate better.