Highfields Primary School

Inspection of Highfields Primary School Pluto Close, Highfields, Leicester, Leicestershire LE2 0UU

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

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

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The headteacher of this school is Errol Rowe. This school is part of Attenborough Learning 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), Jane Ridgewell, and overseen by a board of trustees, chaired by Lee Jowett.

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since September 2013.

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Ofsted has not previously inspected Highfields Primary School under section 5 of the Education Act 2005. However, Ofsted previously judged Highfields Primary School to be outstanding for overall effectiveness, before it opened as an academy. Since September 2024, schools have not been awarded an overall effectiveness grade. 5 and 6 November 2024

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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.

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What is it like to attend this school?

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 entries or newspaper articles with flair. However, there is more to be done to make sure that all pupils write fluently and accurately.

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What is it like to attend this school?

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.

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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.

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

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.

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

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. 5 and 6 November 2024

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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.

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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.

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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’.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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(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. 5 and 6 November 2024

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How can I feed back my views?

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.

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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). 5 and 6 November 2024

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School details

Website www.highfields-pri.leicester.sch.uk

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School details

Dates of previous inspection Not previously inspected

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Information about this school

 The school does not make use of any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  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. 5 and 6 November 2024

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 Inspectors conducted deep dives into the following subjects: early reading; mathematics; history; physical education and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector listened as pupils read to a familiar adult. Inspectors also considered a range of evidence about other curriculum subjects, such as design and technology, languages, and personal, social and health education.  Inspectors spoke with parents. They also considered the views expressed through Ofsted Parent View.  Inspectors spoke with members of staff throughout the inspection and considered the opinions they expressed through the online survey.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and

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considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Throughout the inspection, inspectors spoke with groups of pupils, including during non-structured parts of the day such as playtimes and lunchtimes. They considered the views expressed through the pupil survey.  Inspectors met with members of the local governing board and the board of trustees. They also met with leaders from the trust central executive team, including the CEO.  Inspectors met with senior leaders and considered a range of documents.

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Inspection team

Hazel Henson, lead inspector His Majesty’s Inspector

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Inspection team

Ged Philbin Ofsted Inspector 5 and 6 November 2024

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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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