The Highfield School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
963
AGES
11 - 18
GENDER
Mixed
TYPE
Foundation school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
0300 123 4043

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(27/4/17)
Full Report - All Reports
53%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England) UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
2017 2018 2019 UNLOCK

% of pupils who achieved 3 A levels at AAB or higher

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Highfield
Letchworth Garden City
SG6 3QA
01462620500

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your clear vision, astute leadership and relentless pursuit of improvement have rightly ensured that there is an established culture of high aspirations for all. You and your senior leadership team demonstrated to us that you know your school extremely well and have an accurate picture of where its strengths and weaknesses lie. Although you know that the school remains good, you are not complacent. Pupils are very proud of their school and enjoy learning. They are courteous, articulate young people who happily welcome visitors to their newly built and exceptionally well-maintained school. They talked enthusiastically with inspectors about its friendliness, and the wide range of enrichment activities provided for them. The environment is a calm and purposeful place in which to learn. Pupils in all year groups talked confidently about their learning, and knew how well they were doing and what they had to do to improve. In lessons and across the school site, pupils move around in a mature and considerate way. A very large majority of parents who expressed a view said that they would recommend the school to another parent. They agreed that their children are happy, well cared for and safe. One parent expressed the views of many by saying, ‘The pastoral side of the school is exemplary and sorts any problem straight away.’ Members of the governing body provide challenge and support to you and your senior team, scrutinising your work to ensure that you address effectively the remaining areas for development. The work of the governors’ committees shows that governors look at a wide range of aspects of the school’s work. Between them, they have the necessary skills to accurately evaluate the work of leaders and the impact they are having. The previous inspection identified the need to further improve the achievement of disadvantaged pupils and to help pupils develop their independent learning skills. These areas have now been built upon, and are being strengthened further by providing personalised support and greater opportunities for independent learning. The impact of the school’s work was clearly evident in the 2016 GCSE results. You are rightly proud of the impressive overall progress made by pupils, which was significantly above the national average in 2016. The progress that disadvantaged pupils made was similar to other pupils nationally. In English, pupils’ attainment remained significantly above the national average. You know where further improvement is needed, notably in humanities, and that persistent absence needs to be reduced. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Systems for signing in visitors to the school are robust. The single central record is kept up to date and all necessary checks are made when appointing new staff. All staff and governors have been trained well on how to keep children safe from abuse, sexual exploitation, radicalisation and extremism. Staff make appropriate referrals to the designated safeguarding lead. You use these referrals to seek the right advice and/or support from relevant external agencies. Child protection records are stored securely, with details of actions and resolutions logged appropriately. Records demonstrate the appropriate and timely actions taken when a child is at risk and in need of support. Pupils reported that they feel safe in school and are happy. They told me that staff are very approachable and said that they know who they can turn to if they have concerns. They talked to me about how their assemblies and the curriculum help them to understand and manage risks, such as those involving the use of social networking sites. Those pupils who are the most vulnerable are supported well by members of the pastoral team, who know them extremely well as individuals. Breaktimes are orderly and pleasant social occasions when many pupils chat and enjoy one another’s company. To ensure pupils’ safety, staff supervise open areas and the entrances to the school at the start and end of the school day. Inspection findings My first line of enquiry, in order to ascertain that the school remains good, focused on the extent to which standards in humanities, modern foreign 2 languages and double-award science are improving. I also looked at what leaders are doing to improve outcomes in mathematics so that they are the same standard as in English. The leadership team is beginning to take effective action to improve the progress of pupils in humanities. For example, the acting head of faculty is working on improving the consistency of practice. One pupil told me, ‘History is fantastic. I have learned loads.’ In science, you have correctly identified stretching the most able of those who study the double award as an area that needs further work. In lessons, inspectors saw pupils making the most of their learning time, and responding quickly and appropriately to instructions given by members of staff. In modern foreign languages, weaknesses were caused by frequent changes of staffing. The department is now fully staffed. In mathematics, well focused staff training has noticeably improved the overall quality of teaching, especially for pupils who have special educational needs and/or disabilities, who are doing better. However, you rightly acknowledge that the rapid increase in the proportions of pupils meeting and exceeding expectations in English is not yet matched in mathematics. My second line of enquiry concentrated on the impact of leadership on improving pupils’ attendance and reducing the number of fixed-term exclusions. Evidence gathered on inspection demonstrated that this has been a key focus for development. You have raised the fundamental importance of attending school regularly through frequent updates to parents in newsletters and through the introduction of pupil reward systems. Attendance is monitored closely, especially for those pupils who are disadvantaged. This means that any concerns about pupils’ attendance are dealt with promptly and the appropriate external agencies are involved. Leaders have introduced a number of strategies to improve attendance, including giving pupils their own personal attendance data. This is valued by pupils, who now understand the importance of good attendance. Due to leaders’ persistent focus, overall attendance is now broadly in line with the national average. However, you recognise that further work is needed to engage with the families of those pupils who are persistently absent. You are exploring further strategies to improve the situation. From a position of fixed-term exclusions of pupils being above the national average, the number in the current year has steadily reduced. This has come about as a result of leaders’ heightened expectations and the use of an increasingly effective behaviour policy and rewards system. The very large majority of parents who responded to the inspection questionnaire agreed that pupils are well behaved. My third line of enquiry focused on the school’s use of pupil premium funding to diminish the differences between disadvantaged pupils and other pupils nationally. Leaders have identified clearly the barriers that disadvantaged pupils face and have pinpointed strategies that help them to overcome obstacles to their learning. From their low starting points, most pupils make good progress in a wide range of subjects.

The Highfield School Parent Reviews



Average Parent Rating

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“Highfield School”

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"> Being a student here, there are many pros and cons. Firstly, the cons: the strictness of the school. The school is so strict that it is easy for those well-behaved, straight A students to get caught in the punishment system. After school detentions are handed out for not completing homework on time, even in the sixth form. In the lower years (
unlock % Parents Recommend This School
Strongly Agree 49% Agree 45% Disagree 1% Strongly Disagree 5% Don't Know 0% {"strongly_agree"=>49, "agree"=>45, "disagree"=>1, "strongly_disagree"=>5, "dont_know"=>0} Figures based on 88 responses up to 10-06-2019
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Figures based on 88 responses up to 10-06-2019

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Figures based on 88 responses up to 10-06-2019

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Figures based on 88 responses up to 10-06-2019

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Figures based on 88 responses up to 10-06-2019

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Figures based on 88 responses up to 10-06-2019

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Figures based on 88 responses up to 10-06-2019

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Figures based on 88 responses up to 10-06-2019

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Figures based on 88 responses up to 10-06-2019

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Figures based on 88 responses up to 10-06-2019

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Figures based on 88 responses up to 10-06-2019

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Figures based on 88 responses up to 10-06-2019

Responses taken from Ofsted Parent View

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