Highcroft School

What Ofsted said

From the inspection on 28 March 2023

Pupils learn to enjoy learning again at Highcroft. They benefit from leaders' strong focus on developing personal, social, health and economic (PSHE) education. Pupils are supported by dedicated staff who live out the school's mission of building positive relationships, developing social and independence skills and equipping young people to thrive in the outside world. As such, pupils at Highcroft School feel understood and nurtured by the skilled and caring staff. They thrive in this school's calm environment. Pupils strive to meet the high expectations that leaders have of them. They show a tangible eagerness to learn and are resilient when facing challenges. Pupils learn to self-regulate their behaviour and improve their communication skills. Consequently, their self-esteem grows. Pupils attend school regularly and often. They want to be in school and they work hard. Pupils rarely fall out with each other, because leaders are adept at spotting any signs of tension between pupils. Pupils enjoy being part of a community. They actively engage with village-wide initiatives such as working in the church garden and supporting local food banks. Pupils relish taking part in carefully chosen events such as visits to museums, as well as exciting once-in-a-lifetime opportunities such as skydiving. Pupils show deep respect and understanding for one another's differences. These skills are enhanced by the rich experiences that pupils have in their PSHE education programme.

What the school should improve

• Middle leadership is not fully established. This limits leaders' ability to strengthen their curriculums further. Senior leaders should ensure that subject leaders develop the expertise and subject-specific knowledge needed to further improve the quality of education.
• Leaders have not planned with precision the long-term learning in all areas of the curriculum. This means that in a few areas, teachers deliver the curriculum less effectively, and pupils do not develop what they know as well as they might. Leaders should identify and sequence the key knowledge all pupils, including those new to the school, must learn in all areas of the curriculum so that pupils build up a rich body of knowledge.
• Most pupils arrive in school with a well-established SEND plan in place. Staff are able to implement the provision detailed. However, they have not had the necessary training to identify any additional SEND. Therefore, some pupils move through school with any further needs being unidentified and unmet. Leaders should ensure that staff are trained to identify SEND and put appropriate adaptations in place.

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