High View Primary Learning Centre

Inspection of High View Primary Learning Centre Newsome Avenue, Wombwell, Barnsley, South Yorkshire S73 8QS

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Inspection dates: 30 April and 1 May 2024

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Good

The Headteacher of this school is Theresa Smith. This school is part of Every Child Matters Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Geraldine Wilson, and overseen by a board of trustees, chaired by Ian William Ward. 30 April and 1 May 2024

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What is it like to attend this school?

This is a school that acts as the heart of the community. Within the walls of the school, there is a feeling of warmth, care and ambition. This ambition is reflected particularly in how pupils treat one another. Pupils achieve well in national assessments. Staff build strong relationships with pupils. The pupils are comfortable belonging to this large family of other learners and adults. Pupils are safe, respected and accepted. Their confidence in staff’s care for them is well founded. Pupils are proud of their school. As one pupil excitedly said, ‘Our school is fantastic!’

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What is it like to attend this school?

Pupils attend school regularly. Leaders’ liaison with pupils’ families and other professionals has resulted in more pupils attending school more often. These pupils benefit from the curriculum on offer. Pupils’ behaviour and attitudes are exceptional. From their earliest time in school, pupils learn how to listen, how to show respect to others and how to become confident, articulate individuals. The school provides highly personalised support on the rare occasions that pupils need help to regulate their emotions. Pupils who receive this support blossom as a result.

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better?

The curriculum that pupils learn is highly ambitious. Leaders have ensured that, at each stage, the knowledge and subject-specific vocabulary that pupils must learn are clear. Pupils with special educational needs and/or disabilities (SEND) are identified at the earliest stages in their education. They are skilfully supported to access the same aspirational curriculum as their peers. In most lessons, teachers use assessment seamlessly to identify pupils who have gaps in their knowledge and/or understanding. Teachers provide regular opportunities for pupils to recap their previous learning. This helps pupils to make connections with their current learning. Leaders have made changes to the structure of lessons in some subjects. These pedagogical approaches and structures are not embedded and used by staff consistently.

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better?

Leaders know how critical it is for pupils to be able to read. Staff have been trained to teach the phonics curriculum with consistency and precision. The school’s high expectations of reading begin early in Reception. Staff assess pupils’ reading continuously. Pupils who need more help with reading are quickly identified. They are expertly supported to close any gaps in their phonics knowledge to become fluent readers as quickly as possible. Pupils in key stage 2 who are at the early stages of reading receive this same, targeted and consistent approach.

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better?

Children in the early years get the best possible start to their education. Children with SEND are quickly identified and skilfully supported by staff. In Nursery and Reception, there is a clear and consistent focus on helping children to develop their language and to be able to communicate successfully. The ambitious early years curriculum builds children’s knowledge and skills exceptionally well. As a result, children take turns confidently and manage their emotions well. Children show high levels of concentration and attention when learning in the early years environment. 30 April and 1 May 2024

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They build positive learning behaviours that prepare them extremely well for the demands of key stage 1 and beyond.

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Pupils benefit from extensive opportunities to develop their character and their understanding of the world. Leaders have placed the personal development of pupils at the centre of the school’s work. They have ensured that pupils contribute to the school and wider community willingly and confidently. Pupils value the opportunities they have to make a difference by carrying out roles of responsibility. As one ‘maths ambassador’ said, ‘It is our job as ambassadors to help and encourage our friends to improve.’ Leaders give all pupils a voice. For example, a group of pupils with SEND represented the school at a Barnsley Council meeting. Pupils learn to understand deeply the rights of each person in society to have their own unique identity. Leaders offer a wide range of clubs and activities for pupils to access beyond the classroom. Pupils with SEND regularly access these activities.

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Governors hold leaders to account robustly. They are passionate about the importance of the school for the community it serves. They thoroughly understand their roles and their importance in ensuring that pupils receive the best education possible. Governors work closely with trustees. Leaders at all levels have an accurate picture of what the school is doing well and what needs to improve further. Parents and carers are overwhelmingly positive about the school’s work. Leaders look for every opportunity to build relationships with parents and other members of the local community.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, aspects of pedagogy are not delivered consistently in line with the school’s expectations. This means that the ambitious end points within the curriculum are not realised as a matter of course. The school should continue to identify and develop pedagogy in the areas of the curriculum where there are inconsistencies.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 30 April and 1 May 2024

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 30 April and 1 May 2024

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School details

Date(s) of previous inspection Not previously inspected

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Information about this school

 High View Primary Learning Centre converted to become an academy in October 2015. When its predecessor school, High View Primary Learning Centre, was last inspected by Ofsted, it was judged to be outstanding overall.  This is a larger-than-average primary school.  The school does not use any alternative provision.  The school is part of the Every Child Matters Academy Trust.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision. 30 April and 1 May 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors spoke to members of the governing body.  Inspectors spoke to the CEO and other executive leaders.  Inspectors carried out deep dives in these subjects: mathematics, early reading, religious education, and design and technology. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’

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work.  Inspectors evaluated responses from parents, staff and pupils to Ofsted’s online surveys. They spoke with some parents dropping their children off at school.

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Inspection team

Liam Colclough, lead inspector His Majesty’s Inspector

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Inspection team

Rob Hunter Ofsted Inspector 30 April and 1 May 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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