Highfield Community Primary School

Highfield Community Primary School

Address: Blacon Point Road, Blacon, Chester, Cheshire, CH1 5LD Unique reference number (URN): 131421

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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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Attendance and behaviour Strong standard

Pupils enjoy being part of the school and attend regularly. Pupils’ attendance is above national levels, including for those who are disadvantaged. The attendance of pupils with special educational needs and/or disabilities is especially positive over time. The school has a clear strategy to support pupils’ regular attendance. Leaders monitor and closely analyse any absences for individuals and groups of pupils. They work highly effectively with families and external agencies when needed, resulting in marked gains in attendance.

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Attendance and behaviour Strong standard

Pupils behave particularly well across the school, which contributes to a calm environment. They have positive relationships with their peers and with staff. Leaders have designed clear and effective systems to support pupils’ positive behaviour. Pupils understand staff’s expectations and follow these successfully. Staff provide effective support for pupils who need additional strategies to manage their behaviour. Pupils are polite and well mannered. They listen to others and conduct themselves thoughtfully. Pupils enjoy spending time together during breakfast and social times, when they engage in a variety of activities. They have access to quieter areas, including the library, for relaxed time with their friends. Older pupils are positive role models for younger peers. Staff resolve any rare issues of bullying or unkindness quickly and effectively.

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Early years Strong standard

Leaders implement an impressive curriculum that covers all areas of learning well. They make deliberate choices about the texts and vocabulary that children learn. This helps to foster children’s love of reading and their understanding of language. Staff deliver the phonics programme effectively, which helps children to develop into fluent and accurate readers.

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Early years Strong standard

Children progress well through the curriculum from low starting points. Staff carefully check how well children develop their knowledge and skills. Children engage positively in their learning, including outdoors, where they build coordination and physical dexterity.

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Early years Strong standard

Leaders ensure that routines are clear and consistently followed. This helps children to feel settled and secure. Children behave especially well. They develop their independence and self-care skills. Children take responsibility for their classroom and tidy resources away correctly.

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Early years Strong standard

Staff benefit from a range of appropriate training. They are nurturing and show genuine care. High-quality interactions support children’s imagination, communication and language skills. For example, children explore mathematical ideas when comparing tower heights and using coins in a role-play shop.

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Early years Strong standard

Partnerships with parents and carers are fostered from the start. Parents visit classrooms and attend workshops. This enables them to support their children’s learning at home. Children are very well prepared for their move onto Year 1.

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Inclusion Strong standard

Leaders place relationships at the centre of their work. They have adopted a well- considered approach to enhance pupils’ opportunities, including for pupils who are disadvantaged, those with special educational needs and/or disabilities (SEND), and those who face other barriers. Leaders focus on creating an environment that is welcoming for all.

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Inclusion Strong standard

Leaders work closely with parents, carers and external agencies to fully understand and meet pupils’ needs. This includes utilising a range of therapeutic services and liaising with professionals to support pupils known to social care. Leaders share their inclusion approaches with others.

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Inclusion Strong standard

Leaders quickly identify barriers to pupils’ learning and wellbeing. They gather comprehensive information early, including before pupils join the school. Leaders take effective steps to reduce these barriers, often through a whole-school approach, for example in supporting pupils with dyslexia. Staff receive appropriate training and follow clear systems to adapt learning. Additional support enables pupils to learn well alongside their peers.

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Inclusion Strong standard

Leaders carefully check the impact of their strategies using insightful information. This ensures that their approaches are effective and help pupils to make steady progress from their starting points. Leaders regularly review the impact of additional funding. They skilfully adjust strategies as needed. This includes for pupils who are disadvantaged and those with SEND. As a result, pupils attend school regularly and benefit from the school’s provision.

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Achievement Expected standard

In the main, pupils learn and achieve well. Pupils’ attainment, including for those who are disadvantaged, is mostly close to that seen nationally. Improvements in pupils’ attainment in Year 6 dipped last year due to the complexity of the cohort. This belies pupils’ current achievement. Pupils are generally well prepared for the next stages in education.

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Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, make suitable progress through the curriculum from their starting points. They have positive attitudes towards their learning and are keen to share their knowledge. Pupils usually produce work of a high quality. Their handwriting styles have improved due to leaders’ renewed approaches. Pupils build largely secure knowledge across a range of subjects. They typically use subject-specific vocabulary well. However, there are some gaps in pupils’ knowledge across the curriculum. Pupils make some errors in their writing that continue, such as in basic spelling, punctuation and grammar.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum that is broad and balanced. They have made links between subjects and key stages to build pupils’ knowledge progressively over time. This is largely effective. Leaders have identified the important knowledge and skills that pupils should learn. They continue to refine the curriculum to ensure that it meets pupils’ learning needs. Some of these improvements are recent and are still being embedded.

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Curriculum and teaching Expected standard

Teachers have secure subject knowledge. They understand what to teach and when this should happen. Typically, teachers implement the curriculum well, including the phonics programme. They provide pupils with mostly effective learning activities. Teachers use helpful explanations of new curriculum content to enable pupils to secure the important knowledge that they need, for example in reading and mathematics. Leaders have prioritised developing pupils’ spoken language and skills in writing, which is bearing fruit.

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Curriculum and teaching Expected standard

Staff generally use assessment well to check pupils’ learning. They provide pupils with additional support when needed. This includes addressing misconceptions and errors that pupils make in their learning. However, on occasion, some errors in pupils’ written work are not addressed as quickly as they could be. This means that they continue over time. Staff have not identified some of the gaps that some pupils have in their knowledge across the curriculum.

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Leadership and governance Expected standard

Leaders know the school well. They have a clear vision to ensure that all pupils are included and are aspirational for their future lives. Leaders have designed thoughtful spaces in the school to support pupils’ wellbeing. They identify the correct priorities, including to raise pupils’ overall attainment, and take effective action in pupils’ best interests. Leaders are proud of the school’s work to support inclusion and pupils’ attendance. They readily share their practice with other schools and professionals.

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Leadership and governance Expected standard

Leaders work effectively with external agencies to support pupils and their families. Staff benefit from a wide programme of professional learning that helps them to further develop their expertise. This includes for teachers early in their careers. Professional learning is evidence informed and closely linked to the school’s improvement priorities. Staff feel valued and well supported by leaders. They enjoy working as part of a team and describe a ‘family’ feel. Staff appreciate leaders’ consideration for their workload and wellbeing. They know that leaders will provide the time that they need to fulfil their roles successfully.

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Leadership and governance Expected standard

Those responsible for governance ensure that statutory duties are met. They use their knowledge and expertise well to provide the school with typically effective support and challenge. Governors play an active role in the school and are invested in contributing to the school’s continual improvement.

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Leadership and governance Expected standard

The large majority of parents and carers are positive about the school. They appreciate the support that their children receive and enjoy coming into school for a variety of events.

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Personal development and wellbeing Expected standard

Leaders provide well for pupils’ personal development. They focus sharply on supporting pupils’ wellbeing. The support for pupils’ social, emotional and mental health needs is highly effective. A careful approach includes nurture groups, calming spaces and effective support from trusted adults. Leaders establish a culture that values the relationships held between pupils, staff and families. Leaders ensure that all pupils can benefit from the school’s wider offer. They check that pupils who will benefit most from wider activities have these opportunities. Leaders implement a carefully considered personal development programme that is largely tailored to the school’s context and local needs. They provide experiences that set pupils up for their lives beyond the school. For example, projects with external professionals help pupils to think about their future careers. Pupils benefit from wide opportunities in sports, drama and

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Personal development and wellbeing Expected standard

Pupils learn age-appropriate curriculum content through the personal, social, health and economic programme. For example, they know how to be safe outside school, including online, and how to develop healthy relationships. Pupils understand how to be physically and mentally healthy. They experiment cooking and trying new foods and can explain the importance of eating a balanced diet. While pupils develop a broad awareness of important information, such as around fundamental British values and world religions, their knowledge has gaps and is not as secure as it could be.

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Personal development and wellbeing Expected standard

Pupils respect other people and the differences that they have. They develop their social and moral skills by supporting charities, collecting food for foodbanks, litter-picking and visiting a residential home for older people. A range of leadership opportunities in school also help pupils to foster these important skills, such as young governors, wellbeing warriors and sports ambassadors. Pupils know that through these areas of responsibility, they can make a positive difference to the school.

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

Pupils enjoy attending this welcoming and vibrant school. They feel safe and have a firm sense of belonging. Pupils arrive eagerly each morning and quickly settle into their learning activities. They develop positive relationships with staff and their peers. Wellbeing is a priority. Pupils know that staff care about them and will provide support and reassurance, should they have any worries.

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

Pupils typically achieve well. This includes pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Pupils know that leaders have high aspirations for them. Barriers to learning are swiftly identified and addressed through leaders’ effective approaches to inclusion. Pupils focus well during lessons. They enjoy their learning and are keen to discuss what they know and can do. Pupils are broadly ready for their next steps in education.

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

Pupils attend school regularly. This is reflected in above-national-average attendance rates, particularly for pupils with SEND. Pupils behave wonderfully. They enjoy seeing their friends and teachers each day, and they work together well. Pupils benefit from a calm and orderly environment across the school.

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

Children in the early years get off to a positive start to their education. From low starting points, they make successful progress and are very well prepared for their learning in Year 1. In the school’s wooded area, children relish exploring the natural world and following their

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Lead inspector:

David Lobodzinski, His Majesty's Inspector

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Team inspectors:

Ian Shackleton, Ofsted Inspector Peter Berry, Ofsted Inspector own ideas. They develop their muscle skills while digging soil and collecting sticks. Children learn how to manage risks, for example when using a hammock safely.

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Team inspectors:

Pupils benefit from a wide range of opportunities that help to broaden their horizons. They enjoy a range of clubs, including in athletics, football, needlework, origami and wildlife. Pupils participate in sports competitions and musical tuition. They enjoy a variety of trips, such as to museums, theatres and other cities. Pupils of all ages develop their swimming skills.

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Next steps

Leaders should ensure that their work to secure pupils’ increased attainment by the end of Year 6 has the intended impact, including for disadvantaged pupils. Leaders should ensure that staff identify and address any gaps and errors in pupils’ knowledge and skills across the curriculum as soon as they arise.

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About this inspection

The chair of the board of governors in this school is Michael Harle.

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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, school leaders, staff and pupils during the inspection. The lead inspector spoke with representatives of the governing body and of the local authority.

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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 uses no alternative provision.

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About this inspection

Since the last inspection, a new chair of governors has been appointed.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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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 6 years. National average: 26.3%

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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 needs support 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

2023/24 (final) 56% 61% 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) 70% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 78% 73% Close to average

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average

2022/23 (final) 66% 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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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) 70% 62% Close to average

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average

2022/23 (final) 71% 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

2022/23 (final) 50% 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

2022/23 (final) 57% 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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national average

2024/25 (3 term) 4.8% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 5.5% Close to average

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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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