Highfield Junior and Infant School, located in Saltley, Birmingham, is recognized as a good school following its inspection on May 14 and 15, 2024. Under the leadership of Head of School Stephanie Davies, the school is part of the Prince Albert Community Trust, which includes a board of trustees chaired by Dr. Paulette Osborne MBE and overseen by CEO Phillipa Sherlock-Lewis. The school also benefits from the guidance of Executive Headteacher Ashley Knibbs, who oversees this institution and another school.
The school is characterized by its commitment to core values such as respect, equality, inspiration, determination, honesty, and friendship. These values are evident in the positive atmosphere where pupils express enjoyment in learning and attending school. Students feel inspired and respected, fostering a culture of tolerance and inclusivity. The school actively promotes a welcoming environment for all pupils, regardless of their backgrounds.
Highfield Junior and Infant School has high expectations for its pupils, leading to commendable academic achievements. The leadership team recognizes the diverse starting points of pupils, particularly in English language proficiency, and implements extensive support systems to ensure all students can succeed. The school’s engagement with the local community and collaboration with parents and external agencies further exemplify its dedication to student success.
Pupil behavior is commendable, with students understanding and embodying the school’s values. They support one another and resolve conflicts swiftly and fairly. The school offers a variety of extracurricular activities, including clubs, trips, and guest speakers, enriching the educational experience.
The curriculum at Highfield has undergone significant review and redesign, focusing on essential knowledge and skills across all subjects, including early reading. Leaders have carefully curated a curriculum that reflects the diverse backgrounds of the pupils, ensuring it is broad, balanced, and ambitious. Early reading instruction is prioritized, with consistent teaching methods employed from the start of Reception. Staff are adept at identifying pupils who may struggle and provide timely interventions to help them catch up, resulting in fluent reading skills for all students, including those who join later.
Teachers possess a strong understanding of the curriculum and regularly assess pupil progress. However, there are instances where the implementation of the curriculum could be improved, particularly in the design of activities and the assessment of understanding. This inconsistency can affect the sustained progress of some pupils.
The school has established a resource base for pupils with special educational needs and disabilities, providing strong support tailored to individual needs. Leaders maintain a clear understanding of these pupils' requirements and work closely with parents and external agencies to ensure effective support.
Highfield has successfully fostered a culture of high attendance, with strategic initiatives leading to improved attendance rates across all pupil groups. Expectations for behavior are consistently communicated, and when issues arise, they are addressed promptly to support better choices.
The school has also enhanced its personal development offerings, including a diverse range of extracurricular opportunities that pupils highly value. Staff feel supported in their professional development, and governance is strong, with trustees actively engaged in the school’s progress.
The safeguarding arrangements at Highfield are effective, ensuring a safe environment for all pupils. While the school continues to excel, there is a need for ongoing refinement in curriculum implementation to maintain high standards across all subjects. This inspection marks the first ungraded evaluation since the school was last deemed good in January 2019, reflecting its commitment to continuous improvement and excellence in education.
