Highfield Primary School

What Ofsted said

From the inspection on 6 May 2026

Leaders have established a school culture where every pupil is valued. Pupils know that they belong and can be themselves. From the moment that pupils join the school, staff build a clear picture of each pupil and their needs. Pupils and families benefit from support that goes well beyond the school gate. This support often makes a real difference to pupils’ wellbeing. Leaders take effective action to reduce the barriers to learning that some pupils face. As a result, pupils are ready to learn. They flourish through this high-quality support. Pupils behave well. Staff explain expectations clearly and pupils rise to them. From the early years onwards, children settle quickly into routines and develop positive habits for learning. Bullying is rare. If it happens, leaders act quickly to make sure that it stops. Pupils treat each other with care and compassion because adults model this every day. This shapes the respectful relationships seen across the school. Some pupils find regular attendance difficult. Leaders carefully identify and reduce barriers that some pupils have to their attendance. While attendance is below national averages, it is improving as a result of leaders’ actions. Typically, pupils achieve well across the curriculum. In mathematics, pupils achieve outcomes in national tests that are above national averages. As they progress through the school, they gain the important foundations they need to be ready for their next stages of education. Pupils enjoy their learning. Leaders enrich the curriculum with many experiences that broaden pupils’ interests. Some pupils learn cookery or sewing, while others take part in boxercise, karate or archery. All pupils develop their music skills, including learning samba drumming. These opportunities help pupils discover new talents and think about their future goals. Pupils are happy and enthusiastic learners in this vibrant school.

What the school should improve

• Leaders should refine their approach to the teaching of writing so that all staff develop expertise in supporting pupils’ transcription skills.
• Leaders should improve the precision of targets that support learning for pupils with special educational needs and/or disabilities so that they are fully supported to succeed across the curriculum.
• Leaders should make sure that the activities that staff choose consistently help pupils to deepen their learning.

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