Highters Heath Community School

What Ofsted said

From the inspection on 11 November 2025

Pupils enjoy learning at Highters Heath Community School. They love their school and understand why it is important to attend regularly. Children get off to a great start in the early years, where they work well together and cooperate happily to learn new things. This spirit of teamwork, friendship and collaboration continues as pupils move through the school. Pupils talk enthusiastically about their learning. The classrooms buzz with pupils' positive attitudes to their work. Pupils generally achieve well, and they leave the school well prepared for their next steps. Pupils who have special educational needs and/or disabilities learn successfully alongside their peers. Pupils who spend part of the day in the school's Pathway provision benefit from specialised learning. This enables them to acquire the skills they need to make progress through the curriculum. The school is a warm and welcoming environment where new pupils quickly feel like they belong. Pupils know that if someone is unhappy, they will be looked after by others. Pupils get on well together at lunchtimes. They choose from an array of activities, including parachute games, construction kits and trim trail activities. Breaktimes are harmonious where pupils and staff enjoy playing together. Pupils behave really well. They are friendly and well mannered. Pupils recognise that everyone is respected here and treated equally. They know that staff care for them and will sort out any worries, including if bullying were to happen. This makes pupils feel safe in school. Pupils enjoy experiences that broaden their horizons, including clubs such as basketball and gymnastics, which develop their interests. Regular trips to museums, the theatre and various places of worship enhance their learning. Pupils develop a sense of responsibility by helping with classroom jobs and taking on roles such as prefects or members of the pupil parliament.

What the school should improve

• Leaders should make sure that teachers use assessment information effectively to identify when pupils have mastered a concept, so that subsequent work can be adapted to deepen their understanding further.

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