Highfield Community Primary School in Rowlands Gill, Tyne and Wear, has been recognized as a good school following its inspection on February 14, 2024. The school is characterized by a caring and nurturing environment where staff provide high levels of support, particularly for pupils with special educational needs and disabilities. Pupils express enjoyment in attending school and feel safe, highlighting the positive relationships they have with adults who support their learning.
Behavior in the school is commendable, with pupils demonstrating good conduct during lessons and social times. The behavior policy is well understood and perceived as fair by the students. Lessons are described as calm and purposeful, with many pupils eager to participate and showcase their learning. Staff maintain high expectations for all pupils, encouraging participation and ensuring that students are aware of their next steps in learning.
The school offers a variety of extracurricular activities, despite its small size. Opportunities for wider development include participation in clubs such as choir, book club, various sports, and board games. Pupils also take on leadership roles, including positions on the school council and as librarians on the unique school library bus.
Recent improvements to the school curriculum have been significant, with a focus on sequencing curriculum areas towards end points and helping pupils retain learned content. Recall activities are now integrated into lessons, and staff regularly assess pupils' knowledge to identify those needing additional support. The school prioritizes the development of English and mathematics, with pupils in upper years demonstrating their learning effectively in subjects like history and geography. However, there are inconsistencies in how pupils across other subjects and year groups demonstrate their knowledge and skills, with some responses being too brief.
The school has a small number of pupils in each year group, which can lead to variability in published outcomes compared to national data. Nevertheless, school leaders are ambitious for all pupils to reach their full potential, and current work on the curriculum is beginning to yield positive results. Evidence from pupils' work indicates that they are making good progress overall.
Pupils with special educational needs are quickly identified, and staff collaborate with local authorities and external agencies to provide appropriate support. This ensures that these pupils can access the curriculum alongside their peers. The reading curriculum is well-structured, with staff trained to deliver phonics programs effectively. Early readers receive additional support to help them catch up, and as pupils become more proficient, they are encouraged to explore a wide range of books.
The personal development program is well-considered, promoting respect for individual differences and understanding of equality and diversity. The school organizes assemblies to educate pupils about local issues and plans trips to enhance the curriculum, which pupils find engaging and beneficial.
Senior leaders possess a clear understanding of the school's strengths and areas for improvement. Staff appreciate the support provided by leaders, particularly in managing workloads. Governors are knowledgeable about the school's performance and engage with parents through events like coffee mornings, fostering a positive community atmosphere.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. To further improve, the school should provide more opportunities for pupils to demonstrate the depth of their knowledge and skills across all subjects and year groups, ensuring that all pupils are challenged appropriately.
