Schools & FE · Report card

Highfield Primary School

Inspected 6 May 2026 · published 24 Jun 2026 · URN 105182

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Summary

No overall grade in this frameworkSafeguarding met

Jen Sloan (lead), Chris Wilkins, Jake Nicklin, Nicky Parkinson

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
6 May 2026
Inspectors verified
Chris Wilkins, Jake Nicklin, Jen Sloan, Nicky Parkinson
Postcode verified
BL4 0AP
Name on report verified
Highfield Primary School
Safeguarding verified
Met
URN verified
105182

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+70Positivemore positive than 44% of reports of this type

In line with other reports of this type.

Praiseeffectivehigh-qualityambitioussecurepositiveconsistentlyenjoyvery well

Criticismstruggleconcernsseriouslynot alwayslackgapspersistently absentnot effective

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1533w+69
Leadership229w+82
Safeguarding51w−11
What needs to improve33w0

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance43
“Leaders and staff know pupils and their families very well.” p.4
Curriculum10
“Leaders have established an ambitious curriculum for pupils to learn.” p.3
Wellbeing & mental health9
“Adults make sure that pupils learn about their mental health.” p.2
Maths8
“Pupils become skilled mathematicians.” p.3
Behaviour7
“Children behave consistently well.” p.3
Attendance7
“If pupils are persistently absent, the support that leaders provide is often pivotal in helping them to attend more often.” p.3
Progress & outcomes7
“Typically, pupils achieve well.” p.2
Parents & families6
“Leaders and staff know pupils and their families very well.” p.4

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,837; about usual (typical 1698)
Reading level: Fairly hard; Flesch 51, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 10%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 8%Safeguarding 2%What needs to improve 1%About the inspection 34%

Full report text

Highfield Primary School

Address: Marsh Lane, Farnworth, Bolton, Lancashire, BL4 0AP Unique reference number (URN): 105182

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Personal development and wellbeing Strong standard

The personal development programme that leaders have established is a golden thread that runs through all aspects of school life. Leaders make sure that it is ambitious and purposeful. They have established a well-structured personal, social, health and economic education curriculum. Pupils develop a deep body of knowledge about a range of important issues. For example, pupils talk with maturity about complex themes such as coercive control and healthy relationships. They are knowledgeable about diversity, different beliefs and the importance of fundamental British values. Leaders make sure that pupils develop a well-rounded understanding of issues that they might face in life. For example, pupils learn about finance and debt as well as the impact of crime. Adults make sure that pupils learn about their mental health. This work is particularly successful. Pupils benefit from considerable support for their wellbeing. By the time they leave school, pupils have a wide

p.2

Personal development and wellbeing Strong standard

understanding of the world and how to look after their bodies and minds.

p.2

Personal development and wellbeing Strong standard

Leaders provide pupils with many opportunities to take on leadership roles. Pupils take these roles seriously. Some act as mental health leaders, others as mini-police or school councillors. They use these roles to share pupils’ views and help shape the clubs and activities offered.

p.2

Personal development and wellbeing Strong standard

Pupils benefit from a rich range of experiences beyond the classroom. For instance, they visit places such as castles and historic mills to deepen their learning. These experiences bring the curriculum to life and deepen their learning.

p.2

Personal development and wellbeing Strong standard

Leaders check pupils’ participation in clubs and trips carefully. If pupils face difficulties which make it hard for them to join in, staff provide effective support so that all pupils can take part. All pupils benefit from the wide offer available.

p.2

Achievement Expected standard

Typically, pupils achieve well. In the early years, children secure the important foundations that they need in reading and mathematics. Older pupils who struggle with these foundations receive effective support that helps them catch up. Teachers usually check for gaps in pupils’ knowledge and provide help to close them. In mathematics, pupils attain above the national average in the Year 6 national tests.

p.2

Achievement Expected standard

In writing, pupils attain as well as their peers nationally. Leaders' work to strengthen the teaching of writing is making a positive difference. In other subjects, pupils typically gain a secure body of knowledge that prepares them well for their next steps.

p.2

Achievement Expected standard

The attainment of pupils who face additional challenges is typically above that of their disadvantaged peers nationally. This is especially true in mathematics. Pupils with special educational needs and/or disabilities achieve well from their starting points. All pupils are well prepared for the next stages of their education.

p.2

Attendance and behaviour Expected standard

Attendance is improving over time. Leaders’ checks on attendance are comprehensive. If pupils struggle to attend regularly, leaders take effective action to secure improvements. If pupils are persistently absent, the support that leaders provide is often pivotal in helping them to attend more often. These pupils make rapid gains in their attendance as a result. Most pupils who previously struggled to attend well are now attending more regularly.

p.3

Attendance and behaviour Expected standard

Pupils behave well. They treat each other and those around them with kindness and respect. Bullying is very rare. If it happens, leaders take effective action to deal with it quickly. These actions are almost never needed. Leaders have created a school culture in which discrimination and harassment are not tolerated.

p.3

Attendance and behaviour Expected standard

If pupils find it hard to manage their feelings and behaviour, leaders skilfully adapt their approach to support them. From the early years onwards, staff provide effective help for pupils who need it. Adults teach pupils a range of strategies to help them to manage their emotions and behaviour. Pupils begin to independently use the strategies that they are taught. Over time, pupils learn to manage their feelings and behaviour well.

p.3

Curriculum and teaching Expected standard

Leaders have established an ambitious curriculum for pupils to learn. They routinely check the impact of the curriculum on pupils and take action to make further improvements where needed. Where leaders focus their attention, their actions are effective. For example, staff teach phonics well, and pupils quickly secure the important knowledge that they need to become fluent readers. Staff are experts in teaching mathematics, helping pupils to make sound progress as a result. Pupils become skilled mathematicians.

p.3

Curriculum and teaching Expected standard

In the early years, staff make sure that children learn to form letters clearly and write simple sentences accurately. Staff give older pupils many opportunities to write. However, sometimes, the way staff teach pupils to turn their ideas into accurate writing is not always as effective as it could be.

p.3

Curriculum and teaching Expected standard

Leaders have made sure that staff have the subject knowledge that they need to teach the curriculum well. This helps pupils to secure important learning in each subject. If pupils need extra help, staff provide timely support so that pupils keep up. Occasionally, the activities that staff choose do not help pupils to deepen their understanding as well as they might. Pupils sometimes lack opportunities to apply new learning more fully.

p.3

Early years Expected standard

Leaders prioritise the early years and staff benefit from considerable professional development. As a result, the school’s well-structured early years curriculum is consistently well taught. Children benefit from a range of well-considered tasks that help them to acquire the important knowledge that they need for future learning. If children face additional challenges to their learning or wellbeing, adults provide carefully tailored support. Children rapidly settle into new routines and become ready to learn. Children enjoy the activities that they are given and show real enthusiasm. Children sustain their concentration and focus well on their learning. For example, some children work on creating their own intricate African masks, while others explore capacity by making rose- petal perfume. Children behave consistently well. Adults make sure that children are well cared for.

p.3

Early years Expected standard

Adults are experts in helping children to learn phonics and form their letters correctly. Children quickly become confident readers, writers and mathematicians. Staff make sure that children have plenty of opportunities to practise these important skills. Children typically benefit from purposeful interactions with adults that support their language development. Adults provide regular opportunities for children to practise and rehearse their learning. By the end of the early years, children are ready for Year 1 and beyond.

p.4

Inclusion Expected standard

Leaders and staff know pupils and their families very well. They use this knowledge to identify pupils’ needs accurately. Leaders make sure that staff have the expertise to support pupils with special educational needs and/or disabilities (SEND). Some pupils need extra help with language and communication. When this happens, leaders work with external specialists to provide the right support. Staff usually adapt learning well for pupils who need it. However, some targets for pupils with SEND are not as precise as they could be. This sometimes makes it harder for staff to help these pupils in the most useful ways.

p.4

Inclusion Expected standard

Some pupils face additional challenges in their lives. Leaders and staff understand these challenges and provide tailored support for pupils’ wellbeing. When needed, leaders work closely with other agencies to help parents and carers. Leaders make sure that support for pupils’ wellbeing includes their families. Pupils thrive with this help and quickly become ready to learn.

p.4

Inclusion Expected standard

Leaders use additional funding wisely. They make sure that all pupils, including those with SEND and those facing other difficulties, receive the support they need. This typically helps pupils to be ready for the next stage of their education.

p.4

Leadership and governance Expected standard

Governors have a clear and well-informed understanding of the school. They undertake their duties effectively. Leaders welcome governors into school so they can see the school’s work first-hand. Governors use their expertise to support and challenge leaders. This helps the school to continue to improve. Leaders make sure that the improvements they introduce benefit pupils quickly.

p.4

Leadership and governance Expected standard

Governors guide and support leaders by making sure that resources are used to support all pupils. Leaders and governors make sure that pupils facing challenges and those who have additional needs are carefully considered. They make sure that pupils have the support that they need. The investment that leaders and governors make in supporting the wellbeing of pupils and their families is notable. Pupils benefit from high-quality support that helps them to be ready for the next stages of their learning and development. Leaders provide staff with high-quality professional learning that leads to sustained improvement. They draw on external expertise, when needed, to strengthen staff's knowledge further. Staff value the support leaders give them and appreciate the care shown for their workload and wellbeing. Staff are proud to work at the school.

p.4

Leadership and governance Expected standard

Leaders understand the school’s strengths and areas for improvement. They act with purpose to secure positive change. Leaders work closely with parents and carers, professionals and the wider community. This helps them build effective partnerships that support pupils’ learning and development.

p.5