Highbank Primary and Nursery School

What Ofsted said

From the inspection on 21 February 2023

Pupils enjoy school. They treat each other with kindness. In the early years, children quickly learn that their teachers have high expectations of their behaviour. They are 'as quiet as mice' as they move from one activity to the next. Pupils learn to work well together in lessons. At breaktime, many older pupils enjoy the climbing frames, while others practise their ball skills or talk with friends. Pupils say they feel safe in school. They know how to stay safe when using a computer and what to do if they have concerns about what they encounter online. They know the names of the 'safeguarding crew.' The school saying, 'Say no, go tell,' is well understood. Pupils are confident they will receive help if they are worried. Leaders take the rare complaints of bullying very seriously. Pupils are supported to put things right if they make wrong choices. In lessons, pupils enjoy and remember their learning. They relish the challenges provided by teachers. They use the right vocabulary to talk about their work. Pupils appreciate the opportunities that leaders provide for them to try something different. During the inspection, pupils met an author and a scientist who were visiting the school.

What the school should improve

• In 2022, pupils' attainment of the expected standard in reading at the end of Year 2 was low when compared to national averages. This means that too many pupils were behind with their reading and not fully ready for key stage 2. Leaders were disappointed and have already invested in a new phonics programme. Leaders should continue to ensure the new programme is implemented consistently and skilfully so that more pupils reach the expected standard in the national phonics screening check and key stage 1 reading assessment.
• Senior and subject leaders do not always fully check and evaluate the strategies they employ to achieve the school's improvement priorities. As a result, they do not always know accurately how well the school's priorities are being implemented. Support and challenge for leaders or teachers, including from governors, is consequently less precise. Senior, phase and subject leaders should ensure that their evaluation of a range of information linked to improvement strategies is thorough, informing a more strategic analysis of strengths, weaknesses and next steps for the school.

Read the full Ofsted report (opens in a new tab)