Highshore School, located in Camberwell, London, has been recognized as a good school following its recent inspection. The school is highly regarded by parents and carers, who describe it as a family-like environment where children thrive both academically and personally. The atmosphere at Highshore is calm, happy, and safe, with vibrant displays throughout the classrooms and corridors. The leadership team prioritizes therapy support for students, ensuring that their emotional and educational needs are met, including through holiday activities and parental support.
The school is committed to high expectations for all pupils, fostering an environment where confidence, communication, and independence can flourish. The sixth form students benefit from college placements and work experience opportunities, which prepare them for adulthood and employment. Pupils feel safe and well cared for, knowing that adults are available to support them. The culture of kindness and respect contributes to positive interactions among students, with rare incidents of poor behavior or bullying.
Highshore School excels in its curriculum planning, utilizing each pupil's education, health, and care plan to tailor the right educational pathway. The school offers a broad range of subjects, ensuring that pupils in key stages four and five can pursue various qualifications. Regular reviews of the curriculum help maintain its relevance and effectiveness. A new phonics approach has been implemented to enhance reading skills, and while progress has been made, some staff require further training to fully support pupils' phonics development.
In most subjects, leaders have clearly defined what pupils will learn and when, employing strategies to help them retain knowledge, such as repetition in mathematics. However, in some areas, the curriculum lacks clarity and sequencing, which can hinder pupils' ability to build a comprehensive understanding of subject-specific knowledge. Reading is a priority, and while pupils are becoming more confident readers, there is a need for staff to enhance their expertise in phonics instruction.
Teachers demonstrate strong subject knowledge and effectively present concepts to pupils. They adapt lessons to accommodate students who use communication devices and assistive technologies. Assessment practices are generally effective, although there are instances where feedback focuses more on activities rather than the learning objectives. Pupils enjoy their time at school and exhibit good behavior, allowing teachers to concentrate on facilitating learning.
The school supports pupils in achieving qualifications, including GCSEs and functional skills, which aid in securing appropriate placements after graduation. Leaders provide targeted support for independent travel and personal safety, and sixth form students express enthusiasm for their work experience. The personal, social, health, and economic education curriculum covers essential topics, including healthy relationships and online safety. A variety of after-school clubs and partnerships with external organizations enrich the students' experiences.
Staff at Highshore feel well supported, appreciating initiatives like well-being breakfasts and treats. They report that leaders are approachable and prioritize both staff and pupil well-being. The safeguarding arrangements are effective, with leaders understanding pupils' needs and vulnerabilities. Staff treat pupils with dignity and respect, and parents express confidence in the care their children receive.
To improve, the school should refine its curriculum across all subjects to ensure clarity and effective sequencing. Additionally, leaders must enhance staff training in reading instruction to ensure all pupils receive the support they need to improve their reading fluency. Overall, Highshore School continues to provide a nurturing and effective educational environment for its pupils.
