The Highfield School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders at The Highfield School are caring and have high expectations. They want the very best for the pupils and students.

Most pupils enjoy attending school.

Pupils can participate in a range of extra-curricular activities. They comment that after-school sport enables them to feel part of the community.

Pupils feel safe. They say that they have a voice through the school council and parliament. An increasing number of pupils also participate in the Duke of Edinburgh award scheme.

Most pupils behave well. Typically, lessons are calm and enable pupils to learn well. Social times and the transition between lessons are also orderly.

Pupils are... generally respectful to one another. Sixth-form pupils are polite and engaging.

A small proportion of pupils report that inappropriate language and behaviour does occur.

The school recognises this and is taking action to address it. The school is part of the 'great representations' programme. Sixth-form students speak highly of changes implemented in the school and describe an increasingly inclusive environment.

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

Pupils access a broad and balanced curriculum that enables most of them to meet leaders' ambitions. While outcomes at key stage 4 are above national average, some disadvantaged pupils do not make the progress leaders intend. Leaders consider the sequence of knowledge carefully to ensure pupils are confident in their understanding.

In most subjects, teachers use assessment well to support pupils' learning. Pupils can describe how they use assessment results to improve their understanding. In a very small number of subjects, curriculum planning is not well developed, but this is being addressed by leaders.

There is a planned programme in place to support those children identified as struggling with reading.

The curriculum for pupils with special educational needs and/or disabilities (SEND) is ambitious at all key stages. The needs of pupils are identified at an early stage.

Pupils are well supported, and provision is appropriate. Pupils with SEND benefit from detailed adaptations to learning. Teachers benefit from having detailed information about the needs of individual pupils.

While most pupils behave well in lessons, a small proportion of pupils say that lessons can be disrupted in some subjects. Leaders recognise this and are acting appropriately. Some pupil groups report that they hear prejudicial language.

Leaders are addressing this robustly. However, the impact of their actions has not been realised. A minority of pupils are persistently absent, but leaders are tackling the issue rigorously.

Pupils can participate in a wide range of extra-curricular activities. The school also provides the opportunity for pupils to take part in residential visits and trips. Pupils describe their annual Christmas trip to the cinema as something they enjoy.

There is a well-planned curriculum programme of personal, social and health education that enables pupils to understand their transition to adulthood. This programme is supported by regular assemblies which tackle issues such as misogyny and inequality. The school encourages pupil voice through the school council and parliament.

There is representation from all year groups in these forums. Sixth-form students value the enrichment opportunities available to them, and the chance to become 'student leaders'. Students comment positively on the opportunity to help design the sixth-form block.

Leaders ensure that pupils and students are prepared for future learning or employment through their careers education, information and guidance programme. Sixth-form students have benefitted from, and enjoyed, a wide range of work experience placements. They also comment on the wealth of information provided to them to support their future career path.

Pupils with an education, health and care plan (EHCP) receive bespoke guidance when making options choices in Year 9, and support when moving on to higher or further education.

The school is well led and managed. Leaders understand that there are a small number of remaining improvements needed, and are taking effective action to address them.

Governors have a robust understanding of the current position of the school. They have received appropriate training, and this enables them to challenge the headteacher and senior team. Governors fulfil their statutory responsibilities effectively.

Safeguarding

The arrangements for safeguarding are effective.

Governors have a thorough understanding of their responsibilities in relation to safeguarding. They have received appropriate training.

Leaders ensure that rigorous pre-employment checks are undertaken. These are recorded accurately. Safeguarding training for all staff goes beyond that which is required.

Adults can confidently explain and navigate the school system for reporting concerns. Pupils know who to speak with if they have concerns. They also have a dedicated email address to report worries.

Where concerns are reported, leaders act appropriately. They involve external agencies where this is required. Quick action is taken and is accurately recorded on the school safeguarding system.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not consistently apply the behaviour system. As a result, some pupils do not always demonstrate the types of behaviours expected and modelled by leaders. Leaders need to ensure that the behaviour system is implemented rigorously by all staff.

• The persistent absence of vulnerable pupils is too high. This prevents pupils from achieving well. Leaders should adopt a clear and well-communicated approach that ensures vulnerable pupils attend school more regularly.