Highley Community Primary School has been recognized as a good school following its recent inspection. The school is deeply rooted in its community, with a curriculum that emphasizes local history and places of interest, allowing students to engage meaningfully with their surroundings. Pupils express enthusiasm for community activities, such as participating in the choir for village events and delivering ‘bags of kindness’ to local residents, which enhances their personal development—a key focus for the school.
The school has implemented a new behavior management approach that is well understood by pupils, who appreciate the various ways to earn rewards. Overall, students feel that behavior is generally good and that any issues are addressed promptly by staff. High expectations are set for all pupils, supported by a carefully planned curriculum and enrichment activities that foster the development of essential knowledge and skills. This enables pupils to make connections across different subjects, as evidenced by their ability to recall historical dates and compare past and present lifestyles during lessons.
Reading is prioritized from the outset, with phonics instruction beginning in Reception. Teachers quickly identify students who may struggle and provide necessary support to ensure they keep pace with their peers. The school library, managed by enthusiastic reading ambassadors, encourages a love for reading, with students expressing enjoyment in exploring new books.
The school is committed to inclusivity, ensuring that pupils with special educational needs and disabilities receive appropriate support to access the curriculum alongside their peers. However, there are instances where some students rely too heavily on adult assistance, indicating a need for strategies that promote greater independence in learning.
Subject leaders have made significant strides in improving the curriculum, clearly outlining the knowledge and skills expected of pupils. While most students remember this knowledge well, some still exhibit gaps due to previous curriculum weaknesses. Additionally, there are occasions when pupils do not utilize available resources effectively, leading to lost learning time as they wait for adult help.
Pupils generally exhibit good behavior throughout the school, with calm lessons and effective support for those needing help managing their emotions. Despite some negative feedback from a minority of parents regarding behavior, the school is actively working to enhance its approaches to further improve this aspect.
The introduction of an outdoor project has been well received, with new resources contributing positively to lunchtime behavior and overall engagement. The school employs various strategies to improve attendance, including incentives and discussions with parents. However, some students still do not attend regularly, which negatively impacts their learning and limits their access to broader school opportunities.
The school promotes values of respect, resilience, and relationships, fostering an understanding of equality among pupils. Opportunities for students to engage with diverse faiths and cultures enhance their learning about British values, including democracy through practical activities like electing school councillors.
Staff collaboration is strong, with a supportive environment that values professional development. Governors share the leadership's ambition for the school, effectively supporting and challenging school leaders.
The safeguarding arrangements are effective, ensuring a safe environment for all pupils. To further improve, the school should enhance engagement with families to address concerns about behavior and work on strategies to promote regular attendance. Additionally, fostering greater independence among pupils during lessons will be essential for their development as learners.
