School etc

Highcliffe Primary School and Community Centre Closed - academy converter March 31, 2014

see new Highcliffe Primary School and Community Centre

Highcliffe Primary School and Community Centre
Greengate Lane

phone: 0116 *** ***

headteacher: Ms Pauline Aveling


school holidays: via Leicestershire council

424 pupils aged 4—10y mixed gender
420 pupils capacity: 101% full

220 boys 52%


205 girls 48%


Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
March 31, 2014
Reason closed
Academy Converter
OSGB coordinates
Easting: 458731, Northing: 309483
GPS coordinates
Latitude: 52.68, Longitude: -1.1327
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 10, 2012
Region › Const. › Ward
East Midlands › Charnwood › Birstall Wanlip
Urban > 10k - less sparse
Free school meals %

rooms to rent in Leicester

Schools nearby

  1. Highcliffe Primary School and Community Centre LE43DL
  2. 0.6 miles Riverside Community Primary School Birstall LE44JU (429 pupils)
  3. 0.6 miles Riverside Community Primary School Birstall LE44JU
  4. 0.7 miles The Stonehill High School LE44JG (522 pupils)
  5. 0.7 miles Longslade Community College LE44GH (858 pupils)
  6. 0.7 miles The Stonehill High School LE44JG
  7. 0.8 miles Dovelands Junior School C.O. Glebelands Primary School LE42WF
  8. 0.8 miles Glebelands Primary School LE42WF (287 pupils)
  9. 0.9 miles Mowmacre Hill Primary School LE42NG (346 pupils)
  10. 0.9 miles Mowmacre Hill Primary School LE42NG
  11. 1.1 mile Woodstock Primary School LE42GZ (375 pupils)
  12. 1.2 mile Beaumont Lodge Primary School LE41DT (211 pupils)
  13. 1.3 mile Belgrave St Peter's CofE Primary School LE45PG (209 pupils)
  14. 1.5 mile Wolsey House Primary School LE42BB (463 pupils)
  15. 1.5 mile Richard Hill Church of England Primary School LE77JA (133 pupils)
  16. 1.5 mile Rushey Mead School LE47AN (1380 pupils)
  17. 1.6 mile Mellor Community Primary School LE45EQ (508 pupils)
  18. 1.6 mile Herrick Primary School LE47NJ (384 pupils)
  19. 1.6 mile John Ellis Community College LE45PW
  20. 1.6 mile Herrick County Infant School LE47NJ
  21. 1.6 mile Herrick County Junior School LE47NJ
  22. 1.6 mile Continuum School - Leicester LE45EX
  23. 1.7 mile Church Hill Infant School LE48DE
  24. 1.7 mile Sandfield Close Primary School LE47RE (410 pupils)

List of schools in Leicester

Age group 4–11
Inspection date(s) 10–11 May 2012
Inspection number 379948

Highcliffe Primary School and

Community Centre

Inspection report

Unique reference number 120091
Local authority Leicestershire
Inspection number 379948
Inspection dates 10–11 May 2012
Lead inspector Vivienne McTiffen

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 425
Appropriate authority The governing body
Chair Adam Wilby
Headteacher Pauline Aveling
Date of previous school inspection 14 November 2007
School address Greengate Lane
Telephone number 0116 2101112
Fax number 0116 2101116
Email address reveal email: off…

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Inspection team

Vivienne McTiffen Additional Inspector
Joanne Sanchez-Thompson Additional Inspector
Christopher Webb Additional Inspector

This inspection was carried out with two days’ notice. Inspectors observed 25 lessons
or parts of lessons and three assemblies. In total, 16 members of staff were seen

teaching. Inspectors looked at pupils’ work and listened to pupils read. They talked

to pupils and parents and carers and held meetings with staff and governors.
Inspectors observed the school’s work, and looked at documentation including

development plans, information on pupils’ attainment, progress and attendance,

monitoring systems and safeguarding documentation. They analysed questionnaire
responses from 150 parents and carers, 79 pupils and 42 staff.

Information about the school

The school is much larger than the average-sized primary school. Most pupils are of
White British heritage. About a third are of Indian heritage, most of whom speak
English as an additional language but are fluent in English. Few pupils are at the
early stages of learning English. The proportion of pupils known to be eligible for free
school meals is well below average. The proportion of disabled pupils and those who

have special educational needs who are supported by school action plus or who have a

statement of special educational needs is average. The school meets the current floor

standards which are the minimum standards expected by the government. Since the
last inspection, there have been significant staffing and leadership changes. A new
headteacher was appointed in 2008 and a new deputy headteacher in 2011. A new
assistant headteacher and an Early Years Foundation Stage leader both took up post
in 2012. The literacy and numeracy leaders are new to their roles this academic year.
The school achieved the International Schools award in 2011.
The school is on the same site as a community centre. There is privately-run after-
school provision and a pre-school, both of which are subject to separate inspections
as they are not managed by the governing body.

Inspection judgements

Overall effectiveness 3
Achievement of pupils 3
Quality of teaching 3
Behaviour and safety of pupils 2
Leadership and management 3

Key findings

  • This is a satisfactory school. It is not yet good because teaching, while
    improving, is not sufficiently consistent to ensure all pupils achieve as well as
    they can. Schools whose overall effectiveness is judged satisfactory may receive
    a monitoring visit by an Ofsted inspector before their next section 5 inspection.
  • By the end of Year 6, standards in English and mathematics are average. Pupils
    write expressively but do not always get the chance to write at length or use
    joined handwriting. They enjoy reading a range of texts and become fluent
    readers. They calculate competently but chances for problem-solving in
    mathematics and other subjects vary between classes.
  • The quality of teaching is satisfactory. Staff are keen to do better and adopt
    new ideas to improve their practice. They usually match work well to ability,
    especially in English and mathematics, but the level of challenge is not always
    high enough when literacy and numeracy skills are used in other subjects.
    Some variations exist in the ways teachers motivate learning and mark pupils’
  • Behaviour and safety are good. Pupils have very positive attitudes to learning
    and say they enjoy school. Those from different backgrounds get on well
    together. Pupils say they feel safe and show tolerance towards those who have
    difficulty in behaving well. Attendance is above average and few are
    persistently late or absent.
  • The quality of leadership and management is satisfactory. The headteacher and
    governors are committed to strong leadership and improving the quality of
    teaching, but systematic monitoring and staff development have been hindered
    by staff turnover. Most staff have a common sense of purpose but not all have
    a clear view of the school’s aims. Pupils’ spiritual, moral, social and cultural
    development is promoted well and permeates the work of the school.
    Communication with parents and carers is regular but they have limited
    involvement in supporting their children’s achievement.

What does the school need to do to improve further?

  • Raise achievement in English and mathematics by:
    providing more opportunities for extended writing in English and adopting
    a whole-school approach to handwriting
    establishing a consistent approach to problem-solving in mathematics and
    other subjects
    ensuring consistent match of work to ability especially when pupils, and
    particularly the more able, use English and mathematics skills in other
  • Improve the quality of teaching to be good or better by:
    ensuring marking consistently identifies how to improve and gives pupils
    the chance to reflect upon their learning and play a part in their own
    sharing existing good practice to develop a wider range of teaching styles
    in all lessons.
  • Strengthen leadership and management and build upon existing teamwork by:
    strengthening the monitoring role of all leaders, especially subject leaders
    and governors
    making sure, through appropriate professional development, that staff at
    all levels understand the school’s aims and how their roles contribute to
    school improvement
    strengthening links with parents and carers so they know how to support
    their children’s achievement.

Main report

Achievement of pupils

Achievement is satisfactory. Most parent and carers who returned questionnaires feel
their children make good progress. Inspectors found that progress is satisfactory and
standards average. The school is addressing weaknesses in provision and raising
expectations of achievement, successfully halting a recent downward trend in test
results, especially in English.
In the Reception classes, children make satisfactory progress from average starting
points to reach expected levels on entry to Year 1. By the end of Year 2, standards
are average, including in reading. Pupils develop number skills and use joined
handwriting to write for a range of purposes. They enjoy reading and understand
simple texts. They talk about stories and characters and develop speaking and
listening skills. During the inspection, they often shared ideas with each oth er and
discussed their written work.
By the end of Year 6, pupils make satisfactory progress but not all write in joined
script because a whole-school approach to handwriting is lacking. Standards in
reading are average. Many read competently and fluently. Pupils discuss books with
interest and say stories inspire them to write although some say they would like
more chance to write at length, especially in English lessons. Many say they like
mathematics best of all. They enjoy the challenge of group problem-solving work.
During the inspection, more-able pupils keenly tackled shape and measure problems,
using their reasoning skills well but chances to do this in mathematics and other
subjects vary between classes.
Disabled pupils and those with special educational needs make small steps towards
their learning goals, often ably supported by teaching assistants. Those with
behavioural difficulties develop positive attitudes to learning as they conform to the

school’s expectations. Pupils from ethnic minority groups and those who speak

English as an additional language make satisfactory progress. Newcomers settle
quickly. The very few who arrive with little or no English do well in acquiring
language skills because of the school’s level of support. Those known to be eligible
for free school meals make progress in line with their peers.

Quality of teaching

Most parents and carers believe their children are taught well but this is not

consistent with inspection findings. Teaching is satisfactory, shown by pupils’

satisfactory achievement. Recent involvement in the analysis of data and pupils’
progress meetings have increased teachers’ understanding of what pupils should
achieve but some inconsistencies in the quality of teaching remain.
In Reception classes, teaching is satisfactory and teachers provide interesting tasks.
During the inspection, when learning about farm animals, children wrote about the
farm, counted ducks and made animal masks. Staff maintain a balance between
adult-led activities and those children choose for themselves, developing
independence and good social skills.
In the best lessons, teachers motivate pupils to learn in a variety of ways. For
example, in an English lesson where the teaching was good, the teacher’s input was

balanced well with pupils’ active engagement to produce catchy adverts. Good use of
technology inspired pupils’ work. The lesson promoted social interaction well and the

teacher expected pupils to work independently, aiding pupils’ good social
development. In some lessons the approach is not so varied and pupils not so fully
motivated. Topics promote pupils’ spiritual and cultural understanding well,
developing curiosity and knowledge of past and present cultures. At times, not
enough attention is paid to match of work to ability when pupils use English and
mathematics in other subjects. As a result, pupils, particularly the more able, are not
always sufficiently challenged to extend their skills. The management of behaviour is

good and promotes pupils’ moral understanding. Staff support disabled pupils and

those with special educational needs during lessons, extending their thinking and
helping them to succeed.
Pupils say they learn a lot but some say they do not know how well they are doing or

how to improve their work. Teachers’ marking does not always give enough guidance

on how to improve. Pupils have limited chance to respond to their teachers’ written
comments or reflect upon their own learning and play a part in their own
Daily reading activities aid achievement and enjoyment. Regular linking sounds to
letters (phonics) sessions help pupils acquire reading and writing strategies. A newly-
adopted approach to guided reading is beginning to take effect across the school.
The reading recovery programme aids fluency well, especially for those who find
reading difficult, and is having positive effect on achievement. Parents and carers are

involved in supporting their children’s reading but some say they would like more

chance to understand what their children are learning across a range of subjects.

Behaviour and safety of pupils

Pupils are polite and keen to learn. They say school ‘is a really nice place’. They
respond very well to their teachers, which makes a strong contribution to their

learning. Pupils’ good personal and social development shows in the way they all get

on well together in this large school. They have strong moral understanding and
recognise the need for good behaviour because they are clear about rules and
sanctions. They are highly tolerant of those who find behaving difficult and say the
school does all it can to help. A few parents and carers raised concerns over
disruptive behaviour in lessons. The inspection found that the very small number of
pupils who find good behaviour difficult are managed well and conform over time to

the school’s expectations. Pupils show an interest in each other and value their

friendships. They are very appreciative of each other’s efforts and pay full attention
during assemblies when others perform and receive recognition of their
achievements. They willingly accept roles of responsibility, taking part in the school
council and helping younger pupils.
Most parents and carers feel behaviour is good and that children are well cared for
and feel safe. Pupils confirm they know how to stay safe and have confidence in the

school’s systems to support them. They explain what might constitute an unsafe

situation because these issues are dealt with in the curriculum. They say they are
free from bullying, including cyber-bullying, because the school teaches them about

different types and helps them to understand, especially when using computers, and

sort out any problems. Evidence of good behaviour and safety over time is verified

by the school’s logs which indicate very few incidents. Those that do arise are

appropriately dealt with and stringently recorded. Attendance is consistently above

average. Very few pupils’ learning is affected by persistent absence or lateness.

Leadership and management

The headteacher shows determination in moving the school forward and creating
unity in this large split-site school. She has high expectations of what pupils and staff
should achieve but staff fluctuations and changes in leadership have slowed progress
in regular monitoring of staff performance. The headteacher shares good practice
with staff. She recognises professional qualities but has had limited opportunity to
use staff expertise in order to widen the range of teaching styles. Senior leaders aid
the headteacher in checking provision although subject leaders have h ad little time
to carry out monitoring roles. Much has been done to create a cohesive school
community amongst staff but not all feel fully involved in understanding the school’s
aims. This is because staff development has not sufficiently involved all staff in
helping them to understand their roles in relation to school improvement. The
governing body are highly supportive and actively involved in ensuring the creation

of a strong leadership team. They understand the school’s strengths and weaknesses

well but their systematic evaluation of the school’s work is underdeveloped.
Leaders, including in the Early Years Foundation Stage, ensure a broad and balanced
curriculum which promotes academic achievement and prepares pupils suitably for
the next stage in their education. Regular swimming, French, visits, sports and

creative activities enhance the curriculum. The promotion of pupils’ spiritual, moral,

social and cultural development is good. Personal achievements are prized, individual
talents recognised and differences respected. Pupils relish new experiences and show
good levels of independence. They are interested in, and show respect for, different
faiths and backgrounds. The International Schools award provides a backdrop for
links with schools further afield, widening pupils’ experiences of lifestyles and
locations different to their own. The school promotes equality of opportunity,
carefully monitoring the performance of all groups of pupils, and tackles
discrimination. Arrangements for safeguarding meet statutory requirements. There is
regular communication with parents and carers. The school uses a room in the
community centre for parent groups and meetings. Most parents and carers feel well
informed but some say they would like more opportunities to understand and

support their children’s achievement.

Since the last inspection the school has shown improvement in key areas, especially
in creating leadership roles and involving teachers in understanding pupils’ progress
data. This, together with the current improvements in the quality of teaching and
rising standards, indicates the school is in a suitable position to continue improving.


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 54 42 2 2
Primary schools 14 49 32 6
20 39 34 7
Special schools 33 45 20 3
Pupil referral
9 55 28 8
All schools 16 47 31 6

New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.

Percentages are rounded and do not always add exactly to 100.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning and development taking account of their

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Attendance: the regular attendance of pupils at school and in

lessons, taking into account the school’s efforts to

encourage good attendance.

Behaviour: how well pupils behave in lessons, with emphasis

on their attitude to learning. Pupils’ punctuality to

lessons and their conduct around the school.

Capacity to improve: the proven ability of the school to continue

improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Floor standards: the national minimum expectation of attainment

and progression measures.

Leadership and management: the contribution of all the staff with responsibilities,

not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school.

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

Safety: how safe pupils are in school, including in lessons;

and their understanding of risks. Pupils’ freedom

from bullying and harassment. How well the school
promotes safety, for example e-learning.

14 May 2012
Dear Pupils

Inspection of Highcliffe Primary School and Community Centre, Leicester,

Thank you for the warm welcome you gave us when we visited your school recently.
We were impressed by the way you all get on together and how well you behave.
Your attendance is above average and you develop good personal qualities for the
future. Thank you for talking to us about your work and for answering the questions
in the questionnaires. Your views helped inspectors a lot.
Your school helps you to reach average standards in reading, writing and
mathematics by the time you leave and you are starting to do even better. We were
pleased to hear that you learn a lot and you are happy to come to school and know
how to stay safe. To make sure you all make as much progress as possible we have
asked the school to make the following improvements:

  • give you more chance to write at length in English and use joined handwriting
  • involve you in more problem-solving work in mathematics and other subjects
  • make sure you use your literacy and numeracy skills at the right level in other
    subjects, especially for those of you who are more able
  • ensure teachers’ marking helps you know how to improve and gives you the
    chance to judge for yourselves how you can do better
  • make sure teachers use a variety of ways to help you learn
  • help everybody who runs the school to check how well it is doing and ensure all
    staff know how they can help it to improve
  • involve your parents and carers more in supporting your achievement.

We hope the things we have asked the school to do will allow you all to make the
best possible progress. All of you can help by continuing to behave well and enjoy
your learning.
Yours sincerely
Vivienne McTiffen
Lead inspector


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