Highfields School

Highfields School

Address: Boundary Way, Penn, Wolverhampton, West Midlands, WV4 4NT Unique reference number (URN): 142317

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils achieve very well across the curriculum. Nationally published outcomes at key stage 4 are high. Many pupils’ achievement and progress are significantly above national averages. Disadvantaged pupils perform especially well.

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Achievement Strong standard

Across key stage 3, pupils recall prior learning, use subject ‑ specific vocabulary confidently and build knowledge over time. Work in books demonstrates secure progress. Leaders have put a strategic focus on pupils having secure foundations to their knowledge. For example there is a whole ‑ school emphasis on mathematical knowledge, vocabulary and oracy. Those who speak English as an additional language get the help they need. Early identification and sustained support for weaker readers help most catch up; this includes pupils with special educational needs and/or disabilities. This work means that pupils access the curriculum successfully and further improves their achievement.

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Achievement Strong standard

Pupils do really well from their starting points. They are successfully prepared for their next steps. Pupils gain the qualifications needed to progress to sixth form, further education, training or employment.

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Attendance and behaviour Strong standard

Pupils enjoy attending the school. The school's work on attendance is very successful. Leaders’ systematic tracking, rigorous follow-up and targeted support remove barriers to pupils attending school. Staff work sensitively with families and external agencies to secure sustained improvement. Attendance for disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) is high. The number of pupils who are often absent continues to fall. This is particularly the case for pupils with SEND.

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Attendance and behaviour Strong standard

Pupils' behaviour is excellent. Classrooms and communal areas are calm and purposeful. Clear expectations and well-established routines mean pupils arrive punctually and settle quickly. They learn in disruption-free lessons. Relationships between pupils and staff are warm and respectful. Pupils conduct themselves with courtesy towards one another. Post-16 students exemplify the school’s standards. Bullying and prejudicial behaviour are rare and addressed swiftly. Social times are orderly and purposeful, and transitions between lessons and social time are swift and well managed.

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Attendance and behaviour Strong standard

Suspensions are rare and used appropriately. When behaviour dips, staff respond proportionately. They deal with the underlying causes of any misbehaviour. Pupils whose behaviour falls below leaders’ high expectations describe positive and tailored reintegration strategies. Reasonable adaptations support pupils’ individual needs. Positive conduct is routinely recognised and rewarded.

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Inclusion Strong standard

Leaders articulate an ambitious, inclusive vision. This is underpinned by robust safeguarding and carefully adapted support. Staff know pupils well. The school identifies and assesses

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Expected standard

needs accurately. The school works in close partnership with families and external specialists. This means support plans reflect pupils’ aspirations. Information about pupils’ needs is shared effectively. This allows for targeted training that enables staff to adapt teaching with growing precision. In lessons, purposeful and responsive support help disadvantaged pupils and those with special educational needs and/or disabilities (SEND) to stay on track. This is reflected in the high ‑ quality work they produce. Staff apply reasonable adjustments skilfully to reduce barriers to learning. Leaders ensure teachers implement plans effectively. If needed, leaders refine their strategies.

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Expected standard

Pupils value the SEND hub as a safe, supportive space. The inclusive approach to enrichment ensures they can participate. An example is in the combined gardening and Pride club. Provision for looked ‑ after children is well embedded. Individualised plans are of high quality and reflect effective relationships with key workers. Pupil premium funding is used thoughtfully in the best interests of pupils. Leaders monitor alternative provision closely and ensure that it meets pupils' needs. Pupils prosper within a culture of high expectations and successful inclusion.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum. It equips pupils with the knowledge and skills they need for future success. Subject leaders have identified essential knowledge. They have mapped carefully how pupils will build up their learning over time. Teachers have secure subject knowledge. This typically leads to clear explanations and precise modelling. For example, teachers use questioning, mini-whiteboards and purposeful movement around classrooms to check understanding and offer timely guidance. Teaching generally helps pupils develop detailed knowledge. Retrieval and whole-class checks are embedded in most subjects. This contributes to secure progress in many areas of the curriculum.

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Curriculum and teaching Expected standard

Teachers understand the individual needs of pupils in their classes. Adaptations for pupils with special educational needs and/or disabilities, and for disadvantaged pupils, typically address the challenges they face. However, the delivery of the curriculum is not consistently effective across all subjects. Teaching does not always extend learning successfully for those who grasp it quickly. Assessment is sometimes not used precisely enough to check understanding or refine next steps.

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Curriculum and teaching Expected standard

Leaders ensure that pupils develop their basic skills and knowledge. Reading is a high priority. Staff identify swiftly those still in the early stages of reading and provide targeted support. Across subjects, teachers build pupils’ subject-specific vocabulary and address gaps in reading, writing and mathematics.

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Leadership and governance Expected standard

Leadership is effective and cohesive. Leaders have a clear strategic vision that reflects the school’s inclusive and vibrant ethos. Their commitment to nurturing the ‘whole child’ is evident. Leaders model high expectations. Leaders implement an evidence ‑ informed programme of professional development. Middle leaders work collaboratively. They value the way they check each other's areas of leadership. Training, on the whole, improves teaching. On occasion, staff do not apply consistently well leaders’ high ambitions for pupils and students. Leaders know the school’s strengths and priorities. They have credible plans with clear capacity to sustain improvement.

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Leadership and governance Expected standard

Governance is effective. Trustees and governors share an ambitious vision. They fulfil statutory duties and offer suitable support and challenge. There are robust systems to check that the school improves. This includes the provision for pupils with special educational needs and/or disabilities, and those who are disadvantaged and vulnerable.

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Leadership and governance Expected standard

Leaders build productive relationships with parents and carers. They liaise well with primary schools and external agencies. The local community holds the school in high regard because of its positive impact on pupils and staff.

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Leadership and governance Expected standard

Leaders focus carefully on staff wellbeing and workload. Early career teachers receive quality support that builds confidence and enables early leadership opportunities. Staff report high job satisfaction. They are proud to work at the school and share leaders’ vision that pupils ‘are at the heart of everything we do’.

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Personal development and wellbeing Expected standard

The school’s ambition to extend pupils’ learning beyond the classroom is clear. Leaders have created a personal development programme that underpins the school’s ambitious and inclusive culture. This, alongside responsive pastoral care, enables pupils to broaden their horizons and supports the education of the ‘whole child’.

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Personal development and wellbeing Expected standard

Leaders ensure that there is a well ‑ sequenced personal development programme. This is delivered through lessons, daily tutor time and assemblies. Teachers deliver key knowledge that promotes pupils’ moral and social development. Pupils have a secure awareness of fundamental British values and put these into practice. For example, they typically develop a clear understanding of right and wrong. Pupils generally develop knowledge of equality and diversity, including their responsibilities relating to the characteristics protected by law. The personal development programme prioritises physical and emotional health. Pupils know how to stay safe in the community and online. The programme delivers age ‑ appropriate information on relationships and sex education, so pupils’ wider wellbeing is an integral part of school life. However, elements of the personal development programme are not delivered quite as successfully as others. As a result, on some occasions, pupils do not develop

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Personal development and wellbeing Expected standard

secure and detailed knowledge across the programme.

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Personal development and wellbeing Expected standard

A broad range of activities, visits and experiences builds pupils’ character and deepens their understanding of the wider world. Post-16 students engage with leadership roles. These develop their confidence and sense of responsibility. The many clubs support the development of pupils’ wider skills. These are before, during and after the school day. International visits and the school’s own residential centre in Wales benefit many pupils. Leaders monitor participation in extra ‑ and co ‑ curricular activities carefully to secure equitable access. This means that disadvantaged and vulnerable pupils benefit from and participate widely in this offer. So do those with special educational needs and/or disabilities. Careers education is effective and impartial. A tailored programme provides high ‑ quality advice and guidance. Pupils access meaningful encounters with employers, colleges, universities and apprenticeship providers. Pupils are well prepared for further education,

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Post 16 provision Expected standard

Students enjoy sixth form life. They feel safe and describe the community as caring and supportive. Students benefit from dedicated pastoral care. The sixth form offers a broad and well ‑ designed post ‑ 16 curriculum, combining academic and vocational qualifications. This provides suitable routes to positive future destinations. The curriculum supports disadvantaged students and those with special educational needs and/or disabilities successfully.

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Post 16 provision Expected standard

Teaching is generally effective. Teachers are subject specialists. They explain complex concepts clearly. Feedback helps students to improve and address gaps in knowledge. Leaders promote helpful study habits through structured approaches. However, some learning is less successful. Where this is the case, there are limited opportunities to extend and deepen understanding. Published outcomes for most students are mostly close to national averages. Students studying vocational qualifications perform notably well. Leaders are addressing a dip in A-level achievement in 2025 through enhanced monitoring of provision.

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Post 16 provision Expected standard

A rich enrichment programme and a strong community ethos develop students’ confidence and independence. Sixth ‑ form students act as positive role models and contribute widely to the school. They develop important skills for their next steps. Trips, extra ‑ curricular activities and leadership opportunities are extensive. Students value these. Careers education is robust and impartial. Close monitoring and personalised guidance secure positive destinations. Students progress to education, employment or training, with a number entering the most competitive universities. This provision prepares students well for their futures.

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What it's like to be a pupil at this school

Pupils enjoy being part of this welcoming and inclusive school community. They feel safe, valued and supported. Pupils speak confidently about the positive relationships they have with staff and with one another. A clear sense of belonging is evident. Pupils take pride in the school’s values. Their attendance is high, reflecting their enjoyment of school life.

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What it's like to be a pupil at this school

Behaviour across the school is calm and orderly. Expectations are clear and consistently understood. Pupils rise to these high standards. Classrooms are typically purposeful and focused, allowing learning to take place without disruption. Pupils report that bullying is rare and that staff deal with any concerns effectively. Pupils trust staff to listen to them and to act in their best interests.

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What it's like to be a pupil at this school

Teachers know pupils well and provide support when pupils face barriers to learning or wellbeing. This ensures that pupils can access the curriculum and achieve well from their starting points. This includes those who are disadvantaged and those with special educational needs and/or disabilities. Pupils achieve really well over time.

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What it's like to be a pupil at this school

Pupils benefit from a broad and balanced curriculum. There is a range of academic and vocational options available as they move through the school. Enrichment and extra ‑ curricular activities support pupils’ personal development. Pupils enjoy opportunities such as sports, creative activities and residential visits. Disadvantaged pupils are supported to take part and broaden their horizons.

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What it's like to be a pupil at this school

Post-16 students value the high-quality pastoral care they receive and the trusting relationships they build with staff. Students benefit from well-considered personal, social, health and economic education and careers guidance. This prepares them well for their next steps. Students act as positive role models and contribute to the aspirational culture of the school.

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What it's like to be a pupil at this school

Pupils benefit from a caring environment with high expectations. They are proud to belong to the school.

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Next steps

Leaders should ensure that teaching, including aspects of the personal development programme, consistently deepens pupils’ knowledge and understanding, with teachers addressing any misconceptions, as necessary. Leaders should ensure that changes to improve identified areas of the school’s work are implemented by all staff consistently well and swiftly.

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About this inspection

This school is part of Lykos Multi 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), Graham Tate, and overseen by a board of trustees, chaired by Charlotte Harding.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, leaders from the school and from the trust, governors, and the CEO of the trust.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspectors confirmed the following information about the school:

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Lead inspector:

Andrew Washbourne, His Majesty's Inspector

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Team inspectors:

Martin Spoor, Ofsted Inspector Nicola Walters, Ofsted Inspector Clare Turner, Ofsted Inspector Sultanat Yunus, Ofsted Inspector Ed Leighton, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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1,791

Well above average The school makes use of 4 registered alternative provisions.

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1,791

The headteacher commenced his post in September 2025.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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(provisional)

2023/24 (final) 50.0 45.9 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2024/25 (revised) 31.78 34.99 Close to average

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national average

2023/24 (final) 34.73 34.38 Close to average

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national average

2022/23 (final) 33.92 34.16 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2023/24 (revised) 0.1 0.0 Close to average

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2022/23 (3 term) 22.2% 26.5% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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