Highlees Community Primary School Closed - for academy Aug. 31, 2013
phone: 01733 *** ***
headteacher: Mrs Emma Ward Bsc (Qts) Npqh
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- Aug. 31, 2013
- Reason closed
- For Academy
- OSGB coordinates
- Easting: 517077, Northing: 300416
- GPS coordinates
- Latitude: 52.589, Longitude: -0.27324
- Accepting pupils
- 4—11 years old
- Ofsted last inspection
- Oct. 11, 2012
- Region › Const. › Ward
- East of England › Peterborough › Ravensthorpe
- Urban > 10k - less sparse
- Highlees County Junior School PE37ER
- Highlees County Infant School PE37ER
- Highlees Primary School PE37ER (364 pupils)
- 0.4 miles Ravensthorpe Primary School PE37NB (222 pupils)
- 0.4 miles Sacred Heart RC Primary School PE39XD (208 pupils)
- 0.4 miles Bretton Woods Community School PE38DF
- 0.4 miles Ravensthorpe Junior School PE37NB
- 0.4 miles Ravensthorpe Infant School PE37NB
- 0.5 miles Ellindon Residential Special School PE38RQ
- 0.6 miles Middleton Junior School PE39XJ
- 0.6 miles Middleton County Infant School PE39XJ
- 0.6 miles Thorpe Primary School PE39UG (471 pupils)
- 0.6 miles Heltwate School PE38RL (138 pupils)
- 0.6 miles Thorpe County Infants' School PE39UG
- 0.6 miles Thorpe Junior School PE39UG
- 0.6 miles Middleton Primary School PE39XJ (324 pupils)
- 0.7 miles Eyrescroft Primary School PE38EZ (397 pupils)
- 0.7 miles Jack Hunt School PE39PN (1729 pupils)
- 0.7 miles Eyrescroft Junior School PE38EZ
- 0.7 miles Eyrescroft Infant School PE38EZ
- 0.9 miles Watergall Infants' School PE38NX
- 0.9 miles Watergall Junior School PE38NX
- 0.9 miles Watergall Primary School PE38NX (320 pupils)
- 0.9 miles Iqra Academy PE38YQ (66 pupils)
Highlees Community Primary
Ashton Road, Westwood, Peterborough, PE3 7ER
|Inspection dates||11–12 October 2012|
|Overall effectiveness||This inspection:||Inadequate||4|
|Achievement of pupils||Inadequate||4|
|Quality of teaching||Inadequate||4|
|Behaviour and safety of pupils||Requires improvement||3|
|Leadership and management||Inadequate||4|
Summary of key findings for parents and pupils
This is a school that requires special measures.
The school has the following strengths
| Pupils’ achievements in reading, writing and |
The quality of teaching is inadequate. In too
Pupils’ behaviour requires improvement when
mathematics are inadequate. Too much weak
teaching means that pupils are not acquiring
skills in these subjects as quickly as they
many lessons, pupils’ needs are not met well
enough and those pupils who require extra
help receive only limited support from
tasks are not closely matched to their abilities
and they lose interest in lessons.
| Leadership and management are inadequate. |
The role of recently appointed middle leaders
Checks on the performance of leaders and staff
have not resulted in higher standards or led to
improvements in teaching and learning quickly
in evaluating teaching and learning has not
been sufficiently developed. Consequently,
weaknesses in teaching, including for pupils
who speak English as an additional language,
are slowing pupils’ progress.
| The new headteacher and leadership team |
The behaviour of pupils around school is
have begun to galvanise support from staff
and governors and they are working with a
fresh determination to bring about
often exemplary. In lessons where teaching is
effective, pupils are keen to learn and work
hard. Behaviour is improving.
| The Pupil Premium is being used to accelerate |
Children get off to a good start in Reception
progress successfully and is raising standards
in literacy and numeracy for the more
because provision is managed well and
teaching is usually good.
|Inspection report:||Highlees Community Primary School, 11–12 October 2012||2 of 10|
Information about this inspection
- The inspectors observed 27 lessons of which four were joint observations involving the
headteacher and both deputy headteachers. Inspectors observed senior leaders reporting back
to teachers on the quality of teaching and learning and pupils’ achievement seen in lessons.
- Meetings were held with the pupil council and a group of Key Stage 2 pupils, the chair of the
governing body and two other governors, the headteacher and other leaders.
- A meeting was held with a representative of the local authority about the support and advice
provided for the school.
- There were 14 responses to the online questionnaire (Parent View) by the end of the inspection.
The inspectors also sought the views of several parents and carers who they met on the school
- The inspectors observed the school’s work, and looked at a number of documents including: the
school’s own data on pupils’ recent and current progress; planning and monitoring
documentation; records relating to behaviour and attendance; and safeguarding records.
|Joseph Peacock, Lead inspector||Additional Inspector|
|Judith Payne||Additional Inspector|
|Elizabeth Davis||Additional Inspector|
|Inspection report:||Highlees Community Primary School, 11–12 October 2012||3 of 10|
In accordance with the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this
school requires special measures because it is failing to give its pupils an acceptable standard of
education and the persons responsible for leading, managing or governing the school are not
demonstrating the capacity to secure the necessary improvement in the school.
Information about this school
- The school is much larger than the average sized primary school and the numbers have
increased significantly this year with 57 new pupils being admitted. Most of these pupils speak
English as an additional language and most are in the Key Stage 1 classes. Many pupils join or
leave the school during the year.
- There are two classes in each year group from Reception to Year 6.
- The proportion of pupils from different minority ethnic backgrounds is high, making up almost
half of all pupils. Just over one-third of these pupils speak English as an additional language. In
all, 28 different languages are represented in the school.
- Half of all pupils attending the school are eligible for the Pupil Premium (this is additional
government funding for pupils known to be eligible for free school meals and/or in local
authority care). This figure is well above average.
- The proportion of disabled pupils and those with special educational needs supported through
School Action is above average.
- The proportion of pupils supported at School Action Plus or with a statement of special
educational needs is average.
- The school does not meet the government’s floor standard, which sets the minimum
expectations for pupils’ attainment and progress.
- There have been many staffing changes over the past two years, including 12 new teachers, five
different headteachers and a new deputy headteacher. The current headteacher was appointed
in April 2012 after a period as associate headteacher.
- Links with a local outstanding school ended in May 2012. In September 2012, a new shadow
governing body started to take over from the interim executive board. This transition period is
due to end in December 2012.
- Westwood and Ravensthorpe Children’s Centre and the Young Generation pre-school are based
on the site and are inspected separately. Building work is in progress to improve the
accommodation used by these settings.
- The school runs a breakfast club each morning.
What does the school need to do to improve further?
- Make teaching and learning consistently good in lessons by:
improving the way teachers plan work so that it is set at the right level for all groups of pupils
improving the quality of support provided by teaching assistants so that they contribute to
pupils’ learning in and out of the classroom effectively
making sure that pupils who speak English as an additional language receive the support they
need so they make at least good progress.
- Raise attainment in reading, writing and mathematics throughout Key Stages 1 and 2 by:
- ensuring that pupils are taught to read effectively
- providing pupils with more opportunities to write in their exercise books in English and other
subjects rather than using individual white boards and worksheets
- ensuring that the teaching of basic number skills, especially in Key Stage 1, is done
|Inspection report:||Highlees Community Primary School, 11–12 October 2012||4 of 10|
- Ensure that leadership and management are effective in driving improvement by:
requiring leaders at all levels, including the governing body, to focus rigorously on tackling the
key priorities identified in the school improvement plan and then checking the impact of their
work to ensure pupils make much faster progress
making sure that subject leaders, and the new progress and attainment leaders, focus on
improving teaching and accelerating pupils’ progress, particularly for those pupils who speak
English as an additional language
making sure that governors set challenging targets for teachers and leaders so that they are
held fully to account for their performance.
|Inspection report:||Highlees Community Primary School, 11–12 October 2012||5 of 10|
|The achievement of pupils||is inadequate|
- Pupils’ achievement is inadequate in Key Stages 1 and 2 mainly because weaknesses in the
quality of teaching have not been eliminated. In Key Stage 1, the school is failing to meet the
needs of an increasing number of pupils who speak English as an additional language,
resulting in low overall attainment in reading, writing and mathematics. The progress of
these pupils has declined considerably since the last inspection. The amount of specialist
teaching they receive is not proving to be adequate for them to learn English quickly enough.
- By the end of Year 6, overall standards remain below average in English and mathematics.
Relatively few pupils achieve higher than expected standards although this proportion is
increasing slowly. Pupils who start at the school in the Reception class and stay until the end
of Year 6 make significantly better progress than pupils who join the school at other times.
- Pupils do not make consistent progress from year to year because in some year groups
teaching is inadequate. In some mathematics lessons, for example, teachers do not plan
sufficiently demanding work.
- Children in the Reception classes are effectively taught early reading skills every day in
sessions where they learn letters and their sounds (phonics). Learning support assistants
provide effective help so that Reception children develop their speaking and listening skills
- The reading skills that children acquire in the Reception classes are not being built upon.
Pupils are not taught to read or write well enough in other parts of the school. This means
that older pupils often struggle with their work because their reading skills are weak. A range
of effective measures for Year 6 pupils, such as one-to-one support, is resourced by
additional funding for pupils supported by the Pupil Premium funding. As a result, almost all
of these pupils make good progress with some improving rapidly in Year 6.
- The Pupil Premium funding is starting to have a positive effect on the achievement of eligible
pupils. For example, breakfast booster classes, one-to-one tuition and ‘Easter school’ are all
helping to close the gap in attainment between these pupils and their classmates.
- When children enter the Reception classes, their knowledge and skills are typically well below
those expected for pupils of this age. A large proportion speak English as an additional
language. Well-managed provision and good teaching ensure that children settle quickly and
have a good start to school. Exciting and interesting activities that extend children’s
knowledge, skills and understanding of the world around them, such as playing with bubbles
and making sandwiches, are supported effectively by teachers or other adults.
Outdoor learning for Reception children is enjoyable with a good range of independent
activities and games, such as hopscotch, are used to promote their counting skills. As a
result, most children make good progress in all areas of learning. However, because of their
low starting points, many do not attain the early reading, writing and numeracy skills
expected of them by the time they enter Year 1.
|The quality of teaching||is inadequate|
- Action taken by the headteacher, senior staff and governing body to improve teaching has
only had limited success. Learning in one-third of the lessons observed during the inspection
required improvement or was inadequate because tasks were either too easy or too difficult
for the pupils.
|Inspection report:||Highlees Community Primary School, 11–12 October 2012||6 of 10|
- The support provided by teaching assistants in the classroom, or when teaching groups in
other areas, varies in quality with some being inadequate. When pupils are not sufficiently
challenged by teachers or given the right level of support from teaching assistants, the
management of their behaviour becomes more difficult as they lose interest in learning.
- In a few lessons, introductions to the whole class are too long and not appropriate for all
ability groups. Some pupils at the early stages of learning English find it particularly difficult
to understand what is expected of them. As a result, these and other pupils are not
developing their reading, writing and mathematics skills quickly enough.
- In lessons where teaching is more effective, teachers use assessment information carefully to
plan appropriate tasks for all groups of pupils. In these lessons, teachers expect more of the
pupils who respond much better as they enjoy doing more challenging tasks. For example,
pupils in Year 6 enjoyed solving difficult number puzzles or real-life problems involving
Teachers’ marking is usually thorough and detailed; comments show clearly how pupils can
improve their work and there are some examples of pupils responding to them. The
improved quality of marking is helping to raise standards but this is not consistent in all
classes, reflecting weaknesses that still exist in the quality of teaching.
- Teachers often work effectively during lessons to promote spiritual, moral, social and cultural
development. They make good use of pupils working collaboratively in pairs to discuss new
learning, and topic work about other countries and religions raises pupils’ awareness and
understanding of ethnic, religious and cultural diversity in the United Kingdom.
Pupils are currently not being prepared well enough for the next phase in their
education. This is because too few are achieving the standards expected in literacy
All parents met during the inspection appreciated the good relationships between
staff and their children.
|The behaviour and safety of pupils||requires improvement|
- Inconsistent teaching and low expectations affect pupils’ behaviour and attitudes to learning.
Pupils’ behaviour requires improvement, particularly in lessons where teaching is inadequate
as some pupils lose their concentration, especially when tasks are not sufficiently engaging to
hold their interest. Pupils say that they feel safe and enjoy coming to school. ‘Behaviour is
much better since the new headteacher arrived’ is a commonly held view of pupils and their
parents, reflecting more ambitious expectations by leaders.
- There have been no permanent and few fixed-term exclusions under the leadership of the
new headteacher reflecting improved behaviour management. Pupils are polite and show
respect to one another and staff around school. Behaviour is good in the well-organised
- The school has ensured that pupils of all ages have a good understanding of different types
of bullying, including racist comments and name calling. All those spoken to say that bullying
in any form rarely happens and pupils, parents and carers are confident that adults will
communicate any concerns when dealing with any such incidents
|Inspection report:||Highlees Community Primary School, 11–12 October 2012||7 of 10|
- Any cases of inappropriate behaviour are dealt with effectively. Pupils are confident that the
staff will look after them if they have any concerns. Parents spoken to during the inspection
agreed that the school makes sure that pupils are well behaved and that it deals effectively
Attendance is broadly average and improving. The headteacher and staff have worked hard
and with some success to increase attendance and reduce persistent absences.
|The leadership and management||are inadequate|
- Leadership and management have not done enough to improve teaching. As a result, too
many pupils are underachieving. The school is failing to give pupils an acceptable standard of
education or prepare them adequately for the next stage in their education.
- However, the new headteacher knows where the weaknesses in teaching are and has made
the setting of targets for teachers and leaders more rigorous. Up to now, a lack of rigorous
performance management linked to carefully targeted professional training and development
has contributed to the weaknesses in teaching persisting over time.
- The newly formed leadership team is getting to grips with improving the school, but it is very
early days. Both deputy headteachers share the headteacher’s vision and are beginning to
help improve teaching by checking on its quality, although they are only just starting out in
their new roles.
- Positive responses from the staff questionnaire reveal that staff are committed to improving
the school. Their involvement in checking one another’s and pupils’ performance each term
shows their determination to support senior leaders.
- The learning opportunities provided for pupils do not result in them making enough progress
in literacy and numeracy. This applies particularly to those pupils who speak English as an
additional language. There is a good range of after-school clubs for pupils to enjoy and these
contribute well to pupils’ achievement and to their spiritual, moral, social and cultural
- The support and advice provided by the local authority is resulting in more lessons where
teaching is effective and some pupils are achieving higher standards in English and
mathematics. Nevertheless, there is still some way to go to eliminate all inadequate teaching.
- The school works well with parents and carers and the small number who responded to
Parent View were positive about the school. Most agreed that pupils are happy and said they
would recommend the school to others.
- The governance of the school:
Governance is improving. There is a wealth and breadth of relevant expertise amongst
governors, many of whom are working alongside members of the interim executive board.
Their collective expertise as interim governors is helping the school to begin to improve; for
example, the school’s budget is now managed more effectively than in the past. All governors
are developing their role in helping to evaluate the school’s effectiveness and are beginning to
hold leaders to account through asking searching questions. They measure teachers’
performance against national guidelines when setting pay levels and overseeing salary
progression for the headteacher and teachers. The leadership team and governors ensure
that all statutory requirements relating to safeguarding are met.
|Inspection report:||Highlees Community Primary School, 11–12 October 2012||8 of 10|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||Highlees Community Primary School, 11–12 October 2012||9 of 10|
|Unique reference number||110768|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||357|
|Appropriate authority||The governing body|
|Chair||Ms Elaine Hedgecock|
|Date of previous school inspection||15 September 2009|
|Telephone number||01733 264294|
|Fax number||01733 264283|
You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted
will use the information parents and carers provide when deciding which schools to
inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about
schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link
on the main Ofsted website: www.ofsted.gov.uk