High Hazels Junior School

Inspection of a school judged good for overall effectiveness before September 2024: High Hazels Junior School Fisher Lane, Darnall, Sheffield, South Yorkshire S9 4RP

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Outcome

High Hazels Junior School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The principal of this school is Marie Elliott. This school is part of United 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), Sir Jon Coles, and overseen by a board of trustees, chaired by Christian Brodie.

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What is it like to attend this school?

Pupils value the education, opportunities and experiences that the school provides for them. They are proud to attend a school where they are cared for deeply by staff. Pupils are happy and safe in this warm, cheerful and welcoming school.

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What is it like to attend this school?

Pupils meet the high expectations the school has for their achievement and behaviour. They learn well as a result of the school’s ambitious curriculum. Teachers with strong subject knowledge and who explain things clearly contribute to pupils achieving well.

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What is it like to attend this school?

Pupils’ behaviour is impeccable. In class, pupils show positive attitudes to learning. They are keen to contribute and interact purposefully with their peers when working together. Around school, pupils’ conduct is calm and orderly. They politely hold doors open for each other and for adults. Well-established routines, followed consistently, lead to the school being a place of purposeful order.

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What is it like to attend this school?

Pupils are well prepared for life in British society. They have opportunities to undertake a wide range of leadership roles. These include well-being ambassadors, school councillors, library monitors and play leaders. Pupils relish these leadership opportunities. They welcome the chance to contribute to the school being the best place for everyone. 3 and 4 June 2025

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

The school’s curriculum has benefited from collaboration with trust experts and is skilfully adapted to the needs and interests of pupils. For example, pupils learn about changes to, and the history of, their local area. They visit a local canal to learn about transport in the past.

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

Teaching ensures that pupils build their knowledge well over time by regularly revisiting previous learning. Through ongoing professional development for staff, the school has ensured they have the subject knowledge they need to help pupils learn the curriculum. Checks identify where there are gaps and misconceptions in pupils’ understanding. However, sometimes teaching does not address errors in the basics of writing. Poor letter formation and spelling and grammar errors are not routinely addressed. This leads to some pupils repeating mistakes in their written work.

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

Reading is promoted and celebrated. High-quality books are displayed throughout the school. Pupils love the recently introduced school library. The space is vibrant and comfortable, with an extensive choice of books. Any pupils who are yet to be fluent readers are quickly identified. They receive focused support to help them catch up.

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

Pupils with special educational needs and/or disabilities (SEND) are identified quickly and receive expert support. They access the same ambitious curriculum as their peers. Where necessary, staff adapt the teaching of the curriculum skilfully for pupils with SEND, using a range of highly effective strategies and resources. As a result, pupils with SEND achieve well.

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

The school does everything possible to ensure pupils come to school. Attendance is seen as everybody’s responsibility. However, pupils’ attendance is still not high enough. The school is meticulous in its analysis of attendance data. Corresponding strategies have led to a constantly improving picture.

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

Pupils benefit significantly from the school’s exceptional personal development offer. They demonstrate strong, inclusive values. They develop a deep understanding of protected characteristics. They insist that discrimination in any form is unacceptable. Through the curriculum for personal, social and health education, pupils learn the importance of healthy relationships, healthy lifestyles and keeping safe. They engage in discussions relating to topics such as peer pressure and bullying. They reflect on how these issues may impact on their and others’ lives.

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

Many pupils develop their talents and interests in a range of extra-curricular clubs. The school provides all pupils with opportunities such as learning a musical instrument, presenting to an audience or staying away from home.

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

Staff at every level, including governors and representatives of the trust, have an unswerving commitment to serving pupils, their families and the community. The school benefits significantly from its membership of the trust. Well-established structures and systems maintain a continuous focus on improvement. The school ensures that staff 3 and 4 June 2025

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constantly develop and improve. The expertise of leaders in all their roles contributes to the maintaining of high standards. Staff are cared for by a school that considers their workload and well-being when introducing new initiatives.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 On occasion, teaching does not address basic errors in pupils’ written work. This means that misconceptions in letter formation, spelling and grammar become embedded. The school should ensure that staff have the knowledge and expertise to identify and address errors in pupils’ written work.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020. 3 and 4 June 2025

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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). 3 and 4 June 2025

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School details

Dates of previous inspection 14 and 15 January 2020, under section 5 of the Education Act 2005

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Information about this school

 The school is part of United Learning Trust.  The school uses two registered providers of alternative provision.  The principal was appointed since the last inspection.

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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. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector met with the principal and other leaders. He also met with representatives of the trust and members of the governing body. 3 and 4 June 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector: 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.  The inspector took account of responses to Ofsted Parent View, including the free-text comments. He also considered the responses to Ofsted’s surveys for pupils and staff.

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Inspection team

Dughall McCormick, lead inspector His Majesty’s Inspector 3 and 4 June 2025

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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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