|Name||Highlands Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||06 March 2019|
|Address||Highlands Gardens, Ilford, Essex, IG1 3LE|
|Religious Character||Does Not Apply|
|Number of Pupils||685 (54% boys 46% girls)|
|Number of Pupils per Teacher||19.5|
|Percentage Free School Meals||9.2%|
|Percentage English is Not First Language||79.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes, our last distance offered data is FREE|
Information about this school
Highlands is a larger than average-sized primary school. 33% of pupils are from an Asian or Asian British Pakistani heritage. Other pupils are from a variety of other ethnic heritages, including Asian or Asian British Indian (22%), Asian or Asian British Bangladeshi (17%). 80% of pupils speak English as an additional language. This is well above the national average. 13% of pupils are known to be eligible for the pupil premium. This is below the national average. The proportion of pupils who have an education, health and care plan or statement is around the national average. The proportion of pupils who receive special needs support is around the national average.
Summary of key findings for parents and pupils
This is an outstanding school Leaders at all levels, including governors, are highly ambitious for the school and are very keen to provide every pupil with the best education. Leadership has created a distinctive culture, which seeks to identify and remove any barriers to learning. The governing body is very well informed, and it makes an excellent contribution to the school’s development. Teachers use books and texts as a source of stimulation, learning and reflection. Words and their meanings, in context, are discussed at length, and pupils engage attentively. Mathematics is taught highly effectively. Pupils are very respectful. They listen to each other’s ideas, and support each other in their learning. This has a strong and positive impact on their progress. Leaders have ensured that all groups of pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), make strong progress in their learning. Positive relationships enable pupils to gain confidence and feel safe at school. Pupils are not afraid to make mistakes. They are taught how to manage their feelings and apply themselves to their learning. Leadership of the early years is strong, demonstrating ambition for children’s development.