Highwoods Academy

Highwoods Academy

Address: Highwoods Road, Mexborough, South Yorkshire, S64 9ES Unique reference number (URN): 144539

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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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Curriculum and teaching Strong standard

Leaders have developed a sequenced, rigorous and detailed curriculum. They have ensured that this curriculum is challenging, ambitious and tailored to pupils in this school. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils, who are well supported in their learning. Teaching is highly effective and reflective. Adaptations are well considered to ensure that all pupils access the curriculum and succeed. Leaders have high expectations for all pupils. Their careful checking of pupils' learning shows that all pupils are making positive progress through the curriculum. This can be clearly seen in the work they produce. Although this level of achievement is not yet reflected in published outcomes, it is clear that the renewed curriculum and high-quality approaches to teaching are starting to have an impact.

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Curriculum and teaching Strong standard

Where leaders have identified areas that have needed improvement, these have been addressed. As well as the wider curriculum development, leaders have made notable improvements to the teaching of phonics across the early years and in key stage 1. This remains a priority for the school, with all staff being trained to a high level. Phonics is taught with precision. This means that more pupils are reading with success and confidence. Books are generally matched to the sounds pupils know. Leaders’ focus on securing pupils’ basic knowledge in reading, writing and mathematics is supporting their wider curriculum understanding.

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Inclusion Strong standard

Highwoods is a very inclusive school. All pupils are well supported and included in all aspects of school life. Pupils with special educational needs and/or disabilities and those who are disadvantaged have their needs very well met. Leaders quickly identify barriers to pupils’ learning and development. A structured approach to inclusion includes clear plans and measurable targets which help pupils to overcome specific challenges. Leaders meticulously check the impact of any strategies, regularly reviewing and adapting targets as pupils’ needs change and to ensure that all pupils are making progress from their starting points.

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Inclusion Strong standard

Staff receive the appropriate training to support them to meet the needs of pupils. They confidently adapt the curriculum to support and challenge all pupils in their care. Leaders’ expertise is further enhanced by their work with external specialists. This ensures pupils get the right support at the right time. The school’s use of alternative provision is appropriate.

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Inclusion Strong standard

Leaders’ use of additional funding is very well considered, supporting disadvantaged pupils and reducing barriers to their learning. Pupils receive targeted support and are enabled to make the most of the experiences the school offers. Leaders rigorously track the take up of personal development opportunities to ensure all pupils benefit.

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Personal development and wellbeing Strong standard

Personal development and wellbeing are key strengths of the school. Effective pastoral support throughout the school develops pupils’ emotional regulation which enables all pupils to access their learning successfully.

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Personal development and wellbeing Strong standard

Leaders have implemented a comprehensive, sequenced programme for personal development. This covers all aspects of the personal, social and health education (PSHE) curriculum, as well as relationships and sex education. The curriculum ensures that learning is progressive. Personal development is woven through the wider curriculum, for example when discussing world faiths pupils show respect and empathy.

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Personal development and wellbeing Strong standard

Pupils show very high levels of understanding, tolerance and respect towards each other. They are very clear that differences are accepted and celebrated at this school. Pupils have a secure understanding of how to be safe online and outside of school, including within a healthy relationship. They recall their learning in PSHE and confidently discuss the fundamental British values and protected characteristics. They have a secure knowledge of world faiths and know how to keep themselves healthy. Pupils can make links in their learning within and beyond personal development as their knowledge is secure and detailed.

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Personal development and wellbeing Strong standard

Leaders have deliberately planned the school’s personal development offer to extend pupils’ learning and experiences of the world beyond the local area. A carefully designed programme provides a rich diet of visits, visitors and sporting opportunities. Pupils are highly appreciative of the wide range of after-school clubs on offer, as there is ‘something for everyone’. They value visits and trips, saying that these help with their learning. Pupils enhance their understanding of democracy through the election system used to decide leadership roles. Leaders monitor pupils’ participation in the opportunities on offer, ensuring all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, are able to take part. Pupils are very well prepared for life beyond the school.

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Achievement Expected standard

Pupils achieve well and are generally prepared for the next stage in their education. Their achievement is reflected in published outcomes which indicate that pupils typically achieve close to national averages. Achievement in the wider curriculum is positive. All pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, achieve well from their starting points.

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Achievement Expected standard

Leaders’ increased emphasis on the teaching of phonics and early reading means that outcomes are improving. Pupils in the early years and key stage 1 develop secure phonics knowledge and learn to read fluently. Leaders recognise the importance of increasing phonics check outcomes and have acted to do so. By the end of key stage 2, all pupils generally achieve in line with national averages for reading, writing and mathematics. Pupils who are disadvantaged tend to achieve slightly higher in all subjects than disadvantaged pupils nationally. This is because leaders place careful emphasis on ensuring barriers to learning are reduced swiftly.

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Attendance and behaviour Expected standard

Although it does not yet meet leaders’ high expectations, attendance is an improving picture at Highwoods Academy. Leaders have established rigorous systems to monitor attendance and absence. They act swiftly to address concerns. Rates of persistent absence are falling over time. These are now close to national averages for disadvantaged pupils. When pupils are absent more persistently, leaders work systematically and purposefully with families. The school sets clear expectations and engages with external agencies to support and challenge parents and carers when necessary.

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Attendance and behaviour Expected standard

Central to the positive behaviour seen in school is the emphasis leaders place on building and maintaining positive relationships with pupils. Clear routines, boundaries and expectations are in place. Pupils know exactly what is expected of them. In lessons, most pupils are on task and engaged in their learning. Behaviour around school is calm, orderly and positive. Pupils display high levels of self-discipline and regulation. They demonstrate wonderful manners, consideration and respect towards other children and the adults around them. Bullying, discrimination, violence or derogatory language are not tolerated. Where incidents do occur, they are dealt with swiftly and appropriately. Where pupils may struggle with self-regulation, skilled staff use strategies to help them. Pupils demonstrate high levels of empathy towards their peers who may at times need this additional support.

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Early years Expected standard

Children settle very quickly and happily into the school day, ready to learn. They enjoy being in the early years where they are creative and engaged learners. Children interact with confidence with staff and each other, developing their communication and language skills. Children are well cared for by the adults in the setting.

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Early years Expected standard

The curriculum is based on well-chosen texts to support children’s developing vocabulary and comprehension. It has been designed to meet the needs of all children. This includes those with barriers to their learning and development. These children are identified swiftly on entry to the setting. Ongoing checks on children’s development ensure that adults understand each child’s stage and identify next steps, with carefully designed opportunities for children to practise their learning.

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Early years Expected standard

Recent developments in the early years provision are leading to effective learning opportunities both indoors and outdoors. The environment is deliberately and thoughtfully designed to promote learning. Leaders have carefully considered the progression between Nursery and Reception, both in the resources used and through the focus of adult interactions. Staff model and develop language. They extend children’s thinking and deepen children’s understanding through these interactions. Adults consistently challenge children to further extend their knowledge and skills across all areas of learning. Children are well prepared for Year 1.

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Leadership and governance Expected standard

Leaders understand the strengths and priority areas for the school and its local context. Priorities are appropriately identified and action is taken where it is needed. This is particularly evident in leaders’ actions to develop the curriculum, prioritise the teaching of phonics and make improvements to the early years.

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Leadership and governance Expected standard

Governance is effective. The governors have a broad range of skills, allowing them to appropriately hold leaders to account, supporting and challenging where necessary. Those responsible for governance meet their statutory duties. Communications with the trust are supportive and productive.

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Leadership and governance Expected standard

Leaders at all levels demonstrate a real commitment to the school and its pupils. They strive to give the pupils the best start in life, always acting in their best interests. This includes deliberate choices when planning the wider offer to ensure it reflects the needs and interests of all pupils. Leaders are role models of professionalism. Staff feel happy and supported in their work. Their workload and wellbeing are considered by leaders. Staff feel very much part of a team.

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Leadership and governance Expected standard

Staff training is prioritised. This is in line with improvement priorities, including curriculum development and whole-school staff training in phonics. This is developing the right expertise within school and staff are well equipped to meet the needs of pupils. Leaders support families both within school and by signposting them to external agencies where needed. Parents and carers value the strong communication from the school and the support they receive from professional staff.

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

Highwoods Academy is a school at the heart of the local community. Pupils are happy, safe and proud to be part of the school that is like a ‘family’. They typically attend well, because they want to be at school. Pupils enjoy a nurturing environment, where staff get to know their needs, interests and families well. This starts from the moment pupils enter school in the early years. Positive relationships are formed and maintained. Pupils benefit from effective pastoral support. This allows them to develop their confidence and resilience from a very young age. There is a very clear sense of belonging, which is underpinned by the caring ethos of the school.

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

Pupils are warmly welcomed into school each day. They enjoy their learning and are highly focused in everything they do. They take pride in their work and enjoy being able to share this with others. Around the school, behaviour is calm and orderly. Pupils show high levels of respect and care to both staff and their peers. At social times, pupils play enthusiastically with one another and enjoy their free time together. Bullying is rare. Pupils know there are trusted adults in school who will help them if needed. The school offers a broad range of opportunities to pupils. These develop pupils’ wider attributes and experiences beyond the classroom. Pupils develop their leadership skills through responsibilities, such as those of school councillors and house captains, which they enjoy and take very seriously.

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

Pupils are at the heart of everything the school does. Staff understand the barriers to learning or wellbeing that pupils may have. These are identified quickly, so that learning is personalised and support is put in place. This allows pupils to succeed and thrive. Pupils make positive progress from their starting points and achieve well. They are well prepared for the next stage in their education.

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Next steps

Leaders should further develop their strategic oversight of all aspects of the school’s work, leading to consistent precision in identifying school priorities and ensuring continued rapid improvements. Leaders should sustain improvements in attendance for all groups, by continuing to embed the approaches already in place, acting promptly where concerns arise.

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About this inspection

This school is part of Empowering Minds 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), Sarah Cairns, and overseen by a board of trustees, chaired by Rachel Todd.

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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 and other senior leaders during the inspection. They also met with members of the local academy committee, the chair of the trust board as well as the CEO. Inspectors spoke with some pupils, staff, parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of one alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. A new headteacher and senior leadership team have been recruited since the last inspection, with the headteacher being in post since June 2022.

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Lead inspector:

Lorraine Bamforth, His Majesty's Inspector

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Team inspectors:

Chris Jennings, Ofsted Inspector Helen Haunch, 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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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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 67% 62% Close to average

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average

2023/24 (final) 66% 61% Close to average

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average

2022/23 (final) 62% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 76% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 71% 72% Close to average

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average

2023/24 (final) 76% 72% Close to average

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average

2022/23 (final) 77% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 76% 74% Close to average

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average

2023/24 (final) 69% 73% Close to average

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average

2022/23 (final) 77% 73% Close to average

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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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 56% 47% Close to average

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national average

2023/24 (final) 54% 46% Close to average

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national average

2022/23 (final) 53% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2023/24 (final) 69% 62% Close to average

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average

2022/23 (final) 60% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 63% 59% Close to average

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average

2023/24 (final) 69% 58% Close to average

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average

2022/23 (final) 67% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 69% 61% Close to average

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average

2023/24 (final) 62% 59% Close to average

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average

2022/23 (final) 67% 59% Close to average

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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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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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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.

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Urgent improvement

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

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