Highfield Leadership Academy

Highfield Leadership Academy

Address: Highfield Road, Blackpool, Lancashire, FY4 3JZ Unique reference number (URN): 142469

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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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Inclusion Strong standard

Leaders are highly alert to the varied and difficult circumstances experienced by many pupils and their families. They ensure that inclusion is a golden thread that draws together every aspect of school life. Leaders and staff are determined to ensure that the difficulties that pupils face do not stand in the way of their access to a high-quality education. This work often begins before pupils join the school, so that staff are fully informed about pupils' needs at the earliest opportunity. Comprehensive training helps staff to understand the best ways to support pupils to overcome any difficulties. This means that most pupils' special educational needs and/or disabilities are met through skilful support in lessons. When a more specialised approach is needed, leaders draw on nationally recognised practice to improve pupils' experiences further, for example, by establishing an adapted provision that

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Inclusion Strong standard

has successfully enabled pupils to meet leaders' high expectations for their learning, attendance and behaviour, despite their social and emotional difficulties.

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Inclusion Strong standard

Leaders, including trust leaders, ensure that decisions about how to spend additional funding are focused squarely on what will make the most significant long-term differences to pupils' achievement and wellbeing. Leaders continually review how well their actions are helping pupils. They swiftly alter strategies when needed, such as changing pupils' alternative provision placements to allow them to access more ambitious college courses.

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Leadership and governance Strong standard

The scale and pace of leaders' improvements to this school are remarkable. Pupils, staff, parents and carers are full of praise for the school's positive transformation. The trust has made strategic decisions to ensure that leaders' improvements are sustainable over time. For instance, trustees have overseen the appointment of leaders and governors with the skills and experience necessary to continue the improvements in each aspect of the school's provision. All levels of leadership and governance work closely together to gain a comprehensive insight into the school's effectiveness. Their collective understanding of the barriers facing the school and its community ensures that decisions are made firmly in pupils' best interests. Leaders are not afraid to review and adapt strategies that are not having the impact that they should. The work of trustees and members of the local governing body goes beyond their statutory duties. For example, governors help to forge

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Leadership and governance Strong standard

productive relationships with further education providers in the local area.

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Leadership and governance Strong standard

Staff mirror the ambition and positivity that leaders demonstrate. Across the school, their approaches are consistently aligned to leaders' vision for what pupils can achieve. This is underpinned by a highly effective programme of professional development that is agile to staff's individual needs. Staff embrace opportunities to improve their practice. Teachers who are new to the school or early in their career build their expertise swiftly. Along with other staff, they value leaders' consideration for their workload and wellbeing. For example, changes to the school's marking policy have helped teachers to focus their time more productively on pupils' learning.

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Achievement Expected standard

Pupils who left this school in 2025 did not have time to benefit from leaders' improvements to the curriculum and the quality of teaching. A high proportion of those pupils also had irregular patterns of attendance that made it even harder for them to learn consistently well. This combination of factors meant that their examination results are not a true reflection of how well pupils who are currently at the school achieve.

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Achievement Expected standard

There has been a significant change to the quality of education that pupils experience. Wide gaps in pupils' fundamental skills of reading, writing and number are closing rapidly. In addition, the gains that leaders have made in attendance mean that pupils are in school far more often than in the past. This is especially the case for pupils with special educational needs and/or disabilities and those who face other disadvantages. These pupils are successfully overcoming previous barriers and accelerating the progress that they make from their starting points, including progress in their social and emotional development. Overall, pupils are building secure knowledge and skills as they move through the curriculum. They are increasingly better prepared for their next stage in education. This is reflected in the growing number of pupils who secure places on ambitious college courses.

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Attendance and behaviour Expected standard

Leaders' in-depth understanding of the causes of pupils' absences, alongside their tenacious and collaborative approach to working with families, has led to a dramatic, positive shift in attendance. Pupils' average rate of attendance has risen to the national average for the first time in many years. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) have improved their attendance at even greater rates. Being in school more often helps these pupils to benefit from all other aspects of education that the school provides. Leaders acknowledge that some pupils with long- established irregular attendance habits are taking longer to improve. Staff do not give up on these pupils. They make sure to seek additional support when it is needed, for instance by working closely with the local authority.

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Attendance and behaviour Expected standard

Over a similar period of time, leaders have also established calm, predictable routines to support pupils' positive conduct. These help pupils to understand leaders' high expectations and to follow them with increasing independence. Typically, pupils engage in their learning and take pride in their work. They have well-placed faith in staff to deal with incidents of bullying, discrimination or disruption to learning effectively. Pupils value the improvements that leaders make. For instance, they recognise that restricting mobile phone use has helped them to concentrate more on their learning. Staff provide astute support for pupils with SEND to manage their emotions constructively. This has helped the number of suspensions for serious misbehaviour to fall sharply.

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Curriculum and teaching Expected standard

Leaders' curriculum design takes careful account of any missing prior knowledge that pupils have when they join the school. This includes their knowledge of the basics of reading, writing and using numbers. The curriculum ensures that pupils build up these essential skills step by step alongside their knowledge of each subject, so that they have a solid foundation on which to build future learning. For pupils whose gaps are wider, staff provide sharply focused extra support in addition to lessons. Increasingly, this is helping pupils to access the curriculum across the full range of subjects.

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Curriculum and teaching Expected standard

The curriculum is typically taught well. This is enhanced by teachers' knowledge about individual pupils' needs. Teachers generally use this knowledge to select effective teaching strategies that support most pupils to apply their learning in increasingly complex ways. Pupils with special educational needs and/or disabilities benefit from teachers' consistent approaches to reducing the barriers to learning that they face. Teachers usually check on pupils' understanding effectively. However, on occasion, these checks do not happen until after the learning has moved on. This sometimes makes it harder for teachers to return to any knowledge that pupils have misunderstood or forgotten.

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Personal development and wellbeing Expected standard

The school’s approach to supporting pupils’ welfare and pastoral needs stands out as an area of strength. When pupils are facing difficult circumstances in their lives, caring and well- trained staff are on hand to support them. This includes pupils who are struggling with their mental health or self-esteem or who have suffered bereavement. Overall, this support is typically successful in boosting pupils' resilience so they get back on track with their learning. Pupils and their families turn to the school for help with increasing confidence. This highlights how central pupils' wellbeing is to leaders' vision for the school.

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Personal development and wellbeing Expected standard

Leaders take careful account of pupils’ social and emotional needs, including any special educational needs and/or disabilities (SEND), in designing the school’s personal development programme. For instance, pupils benefit from learning about the school's 'STAR' values of service, teamwork, ambition and respect, and how these connect to fundamental British values. Pupils often demonstrate these in their daily interactions, reinforcing the positive culture that leaders have established. In addition, leaders take note of pupils' views about the cultural, creative and sporting activities on offer. This offer has recently expanded, and pupils' engagement with it is growing. This enables some pupils to develop their interests and enjoyment of school. However, there are still some pupils who choose not to participate. Leaders are keenly taking steps to encourage them.

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Personal development and wellbeing Expected standard

Pupils' personal development is underpinned by well-thought-out curriculums for personal, social, health and economic education, relationships and sex education and health education. These curriculums prioritise the most important knowledge that pupils will need in their future lives. For instance, pupils learn how to identify and avoid potentially harmful online behaviours. Pupils with SEND or those who face disadvantage benefit from an enhanced package of careers guidance. This prepares them well for taking their next step towards adulthood.

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

Since its last inspection, this school's journey of improvement has been remarkable. Pupils feel proud to be part of the school community and enjoy the warm, trusting relationships that they have with staff. Their renewed sense of belonging is evident in their sharply increasing rates of attendance. Pupils know that they are valued, cared for and safe. Many have rebuilt their confidence in staff to help them with worries or concerns, such as bullying and the many challenging situations that they might face outside of school. This positivity is echoed by many parents and carers, who are now choosing this school for their children in far greater numbers than in the past.

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

Current pupils are reaping the benefits of an ambitious curriculum that is typically taught well. They are increasingly better prepared for the next stage of their education. Pupils recognise how leaders' increased expectations are helping them to enjoy school and learn well. They settle quickly into lessons, which are not disrupted with poor behaviour. Many pupils told inspectors about how calm the school is on a daily basis. This helps them to focus on learning and take greater responsibility for their own conduct.

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

Pupils with special educational needs and/or disabilities, and the high proportion of pupils who face disadvantage, benefit from teaching that meets their needs much more than in the past. Staff ensure that these pupils, along with their classmates, get the support that they need to begin to overcome their barriers and thrive. This helps them to play a greater role in the wider life of the school and benefit from all that it offers, for example, by performing in the school musical, visiting London for the first time or developing their leadership skills as part of the combined cadet force. These and other opportunities help pupils to grow in confidence, see themselves as successful and be ready to play a positive, meaningful role in modern British society.

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Next steps

Leaders should ensure that the quality of teaching continues to improve across subjects, leading to improved achievement for all groups of pupils. Leaders should ensure that teachers consistently employ effective methods of checking pupils' understanding, so that any misconceptions can be addressed swiftly. Leaders should continue to refine their strategies to reduce pupil absences, particularly for those pupils with the largest and most long-standing barriers to attendance. Leaders should enhance pupils’ opportunities to engage with enrichment activities beyond their academic learning, in order to support their personal development.

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About this inspection

This school is part of Star Academies, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Sir

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Team inspectors:

Sally Kenyon, Ofsted Inspector Derek Yarwood, Ofsted Inspector Michael Wright, Ofsted Inspector John Cowper, Ofsted Inspector

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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. Hamid Patel CBE, and overseen by a board of trustees, chaired by Kamruddin Kothia OBE DL.

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Facts and figures used on inspection

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

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Facts and figures used on inspection

This inspection took place on 9 and 10 September 2026.

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Facts and figures used on 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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Facts and figures used on inspection

Inspectors spoke with the principal, executive leaders from the trust, senior leaders from the school and groups of staff and pupils during the inspection. The lead inspector spoke with a representative of the local authority and a leader from a partner organisation that has been supporting the school. He also spoke with the CEO of the trust and the chair of the local accountability board.

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Facts and figures used on 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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Facts and figures used on inspection

The inspectors confirmed the following information about the school:

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Facts and figures used on inspection

The school currently makes use of 4 alternative provisions, all of which are registered.

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Facts and figures used on inspection

The school has undergone a significant change since the last inspection: a new principal and a large number of new leaders have been appointed to the school. Several new appointments have also been made to the local accountability board, including its chair.

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Facts and figures used on inspection

Principal: Kim Greenwood The inspector(s) used this data during the full inspection on 9 September 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.

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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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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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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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national average

2023/24 (final) 26.0% 25.8% Close to average

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national average

2022/23 (final) 15.8% 25.2% Close to average

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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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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. 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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