Highters Heath Community School, located in Birmingham, underwent an inspection on January 25 and 26, 2022, and received an overall effectiveness rating of inadequate. The quality of education was also rated inadequate, while behavior and attitudes, as well as personal development, were deemed to require improvement. Leadership and management, along with early years provision, were rated inadequate as well. The previous inspection in March 2018 had rated the school as requiring improvement.
Pupils at Highters Heath enjoy attending school and demonstrate a desire to learn. They generally get along well with one another and put effort into their lessons. Despite the leadership's attempts to implement changes aimed at improving the school, many of these changes have not been effective, resulting in insufficient progress in pupils' learning. A significant concern is that pupils are not receiving adequate instruction in reading, and in subjects like mathematics, the teaching is not always delivered in a logical sequence. In the Reception class, while children engage in enjoyable activities, these do not always contribute to their essential learning needs. Furthermore, leaders do not effectively monitor what pupils are learning or provide teachers with the necessary support to enhance their teaching practices.
While pupils feel safe and happy at school, the maintenance of the school environment is lacking, limiting their ability to utilize all areas for play and learning. Pupils are aware of online safety but are less informed about other forms of bullying. They recognize that staff address unkind behavior among friends.
Leaders have made changes to the curriculum but have not adequately assessed whether these changes are facilitating pupil progress. They have relied too heavily on historical and internal test results, leading to an overly positive view of the school's effectiveness. Although a phonics curriculum has been planned, teachers do not consistently provide sufficient opportunities for pupils to practice their reading skills, which hampers their reading development. In the early years, the curriculum lacks clarity, resulting in activities that do not build on prior learning.
In subjects like history, the curriculum does not clearly outline the essential knowledge and skills pupils need to acquire over time, leaving teachers uncertain about what to teach. Consequently, pupils struggle to retain important historical information. In mathematics, insufficient practice time leads to gaps in knowledge, affecting pupils' ability to perform basic operations. This issue is particularly pronounced among pupils with special educational needs and disabilities.
Some leaders lack the skills necessary to evaluate the quality of teaching in their subjects and have not received adequate training to identify areas for improvement. While pupils with special educational needs have well-matched support plans, teachers do not consistently provide the necessary support during lessons, hindering their access to learning.
Staff generally enjoy working at the school and appreciate initiatives aimed at reducing their workload. Pupils show respect for one another and their teachers, enjoying visits and trips that enhance their learning experiences. However, there is a lack of understanding among pupils regarding different religions and cultures, which does not adequately prepare them for life in modern Britain.
Governors attempt to monitor the quality of education but are misled by the leadership's overly positive self-assessment. The school premises are not well maintained, and leaders need to implement regular checks to ensure a conducive learning environment. Overall, the school requires significant improvements in various areas to provide its pupils with an acceptable standard of education.
