School etc

Hill View Primary School

Hill View Primary School
Hill View Road
Ensbury Park

phone: 01202 512813

headteacher: Mrs Amanda Jones


school holidays: via Bournemouth council

649 pupils aged 4—10y mixed gender
630 pupils capacity: 103% full

345 boys 53%


300 girls 46%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 408152, Northing: 95155
GPS coordinates
Latitude: 50.756, Longitude: -1.8858
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 5, 2013
Region › Const. › Ward
South West › Bournemouth West › Redhill and Northbourne
Urban > 10k - less sparse
Free school meals %

rooms to rent in Bournemouth

Schools nearby

  1. Hill View County First School BH105BD
  2. Hill View County Junior School BH105BD
  3. 0.3 miles Winton Primary School BH92TG (657 pupils)
  4. 0.3 miles Winton County Junior School BH92TG
  5. 0.5 miles Moordown St John's Church of England Primary School BH92SA (406 pupils)
  6. 0.5 miles Bournemouth Alternative Needs Federation BH104HG
  7. 0.6 miles Kingsleigh Junior School BH105HT
  8. 0.6 miles Glenmoor School BH104EX
  9. 0.6 miles Winton Arts and Media College BH104HT
  10. 0.6 miles Slades Farm School BH104EP
  11. 0.6 miles Winton County First School BH91TP
  12. 0.6 miles Kings High School BH105HS
  13. 0.6 miles Kingsleigh Primary School BH105HT (512 pupils)
  14. 0.6 miles Winton Arts and Media College BH104HT (634 pupils)
  15. 0.6 miles Glenmoor School BH104EX (680 pupils)
  16. 0.7 miles Kingsleigh First School BH105HS
  17. 0.7 miles Kingsleigh Secondary School BH105HS
  18. 0.7 miles East Howe Pupil Referral Unit BH105HD
  19. 0.7 miles The Bourne Academy BH105HS (665 pupils)
  20. 0.9 miles St Mark's Church of England Aided Primary School BH104JA (418 pupils)
  21. 0.9 miles Talbot House School BH92LR (141 pupils)
  22. 1 mile Heathlands First School BH118BQ
  23. 1 mile St Luke's Church of England Primary School BH91LG (418 pupils)
  24. 1 mile St Walburga's Catholic Primary School BH93BY (481 pupils)

List of schools in Bournemouth

School report

Hill View Primary School

Hill View Road, Ensbury Park, Bournemouth, BH10 5BD

Inspection dates 5−6 December 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because:

Hill View is an improving school. Since the
As a result, pupils’ progress has significantly
Children make an excellent start in the
Achievemement overall is good. In this year’s
Those pupils who are most disadvantaged are
headteacher was appointed a range of
carefully planned changes has improved the
overall quality of teaching and learning.
improved in the last two years. All pupils are
now making at least the progress expected
nationally. A sizeable proportion make even
better progress.
exciting Reception classes.
Year 6 national assessments, pupils reached
above average standards in reading, and
average standards in writing and
mathematics from below average starting
making particularly good progress. Any gaps
in performance are being closed well.
Pupils are very well cared for. The values of
The curriculum effectively promotes pupils’
The headteacher gives a strong direction to
Governors are knowledgeable about the
Parents and carers appreciate this and the
mutual respect and consideration are
ingrained in a learning environment where
most flourish.
spiritual, moral, social and cultural
development by offering a good range of
well-planned experiences.
the performance of the school and is working
hard to lift the quality of teaching to
school’s work. They provide effective support
and are beginning to hold leaders to account
for pupils’ achievements more rigorously.
school’s reputation is good, and growing.
Pupils’ achievement is not outstanding,
Staff do not have enough opportunities to
because there is not yet sufficient
outstanding teaching.
learn from the best practice in the school.
The changes in the curriculum are not
completely embedded in some classes and so
pupils are not always fully challenged and
their responses are not always built on,
especially in writing and for those pupils who
are more able.

Information about this inspection

  • Inspectors observed 35 lessons or parts of lessons, taught by 24 teachers. Some were joint
    observations with senior leaders.
  • Inspectors listened to pupils read from different year groups and classes.
  • They met with representatives of the governing body and members of staff.
  • The lead inspector held a telephone discussion with a representative of the local authority.
  • Inspectors took account of the 114 responses to the online Parent View survey and held informal
    discussions with some parents and carers.
  • They observed the school’s work, and looked at school documentation, including data on pupils’
    progress, the school’s development plan, evidence of self-evaluation and monitoring records,
    and arrangements for safeguarding.
  • Inspectors analysed questionnaire responses from 42 members of staff.

Inspection team

David Marshall, Lead inspector Additional Inspector
Wendy Marriott Additional Inspector
Jacqueline Good Additional Inspector
Margaret Faull Additional Inspector

Full report

Information about this school

  • This is a much larger than average size primary school.
  • The very large majority of pupils are of White British heritage.
  • The proportion of pupils eligible for pupil premium support (additional money allocated to
    schools by the government for pupils eligible for free school meals, who are looked after by the
    local authority or whose families are in the armed forces) is around the national average.
  • An average proportion of pupils are supported through school action, and the same proportion
    are supported at school action plus.
  • The number of pupils with a statement of special educational needs is above average.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress in English and mathematics.

What does the school need to do to improve further?

  • Raise all teaching to that of the best, and pupils’ achievement to outstanding levels, by:
    ensuring curriculum planning is implemented consistently to provide work for pupils, especially
    for those of higher ability, and particularly in writing, so that they are always challenged to do
    their best
    using responses from pupils to keep their interest and involvement in lessons at the highest
    extending opportunities for staff to observe and share the best practice in the school.

Inspection judgements

The achievement of pupils is good
  • Pupils join the school in the Reception classes with skills that vary but are usually typical for
    their age. They make an excellent start in these Reception classes. They make outstanding
    progress due to strong relationships and the very effective learning environment.
  • Pupils make good progress in Key Stage 1 and achieve above average standards for their age in
    reading, writing and mathematics. Progress has slowed in Key Stage 2 in the past but is now
    good overall with many pupils making rapid progress.
  • The school has reorganised the teaching of phonics (letters and the sounds they make) and as a
    result, the outcomes of the phonics screening check for pupils in Year 1 have improved
    significantly. Pupils continue to progress well in reading and by the time they leave can read
    very well having developed a real interest and love of books.
  • The well-targeted support programmes for those who have struggled in the past at Key Stage 2
    contribute significantly to the faster progress that the older pupils are now making. The
    relatively small number of pupils eligible for pupil premium in particular, benefit from the one-to-
    one support and small-group sessions that the funding provides, enabling them to attain at a
    similar level to other pupils in English and mathematics. Pupil premium pupils at Key Stage 1
    benefit from a well-trained teacher providing additional support in helping them to improve their
    phonics and reading.
  • Additional adult support is skilled and effective in enabling pupils with special educational needs
    to be fully involved in lessons. This, and the additional help they get out of class, enables pupils
    to acquire the skills to make the same and sometimes faster rate of progress than their peers.
  • Some more-able pupils do not make the rapid progress they are capable of because they are not
    given enough activities that challenge them and deepen their learning, particularly in writing.
The quality of teaching is good
  • Teaching is good, and occasionally outstanding. A strong feature of classroom practice is the
    way strong relationships are built up through the use of the ASCENT values (Aspire, Success,
    Community, Excellence, Nurture, Trust) the headteacher has introduced. Pupils enjoy the
    opportunity they get to work together with different partners and the way it gives them time to
    share ideas with each other. In the best lessons, these strong relationships and well-organised
    and challenging activities stimulate and engage pupils well.
  • Very well-organised teaching and a stimulating learning environment ensure that children in the
    Early Years Foundation Stage are inquisitive learners who enjoy exploring their environment and
    make excellent progress. Staff consistently question and praise children in a way that deepens
    their knowledge and extends their ideas and this promotes their learning exceptionally well.
  • Well-trained teaching assistants provide effective support and challenge for small groups of
    pupils, including those who have special educational needs, those known to be eligible for the
    pupil premium and those at an early stage of learning English. As a result, these pupils make
    similar, and often better, progress than their peers.
  • Pupils’ performance in the Year 1 phonics screening assessment has varied. Well-structured
    teaching of phonics in Reception and Key Stage 1 is now taking place and helping pupils to
    achieve well. Where there is any underperformance, teachers follow this up rigorously so that
    those taking the test again in Year 2 are fully successful.
  • Resources are very carefully chosen and used effectively to support learning, most notably in the
    quality of reading material that motivates pupils particularly well. This, together with good
    teaching of reading, helps pupils to achieve very well in this subject.
  • Where learning is most effective pupils’ interest is captured and their enthusiasm enhanced
    through encouragement and the use of their ideas. This was seen to great effect in an excellent
    Year 6 design and technology lesson where the teacher consistently pushed pupils to think
    about how to implement their plans more effectively. It was also very clear in an outstanding art
    lesson in Year 5, where pupils were able to explain and use the differences between tone and
    shade in their stunning abstract pictures.
  • Learning is not yet outstanding as there is some inconsistency in the way these curriculum plans
    are implemented. There are occasions when the plans are not focused sufficiently on what is
    most relevant for the needs of individual pupils within the lesson and are too concerned about
    general progress in literacy rather than the enhancement of specific writing skills, particularly for
    the more able pupils. The opportunities to use pupils’ responses to enhance their progress are
    also sometimes missed.
  • There is a high level of consistency in the marking of pupils’ work, with a clear focus on what
    pupils have done well and what they need to do to improve. Good use of targets and regular use
    of self-assessment help pupils to know how well they are doing and this contributes well to their
    good achievement.
  • Homework is used well to support pupils’ learning in school. It is linked well to pupils’ topic work
    as well as focusing on their reading and mathematical skills.
The behaviour and safety of pupils are good
  • Pupils respond to the care and respect shown to them by adults by generally behaving very well
    in lessons and around the school and caring for each other. They are polite, well-mannered and
    courteous and proud of their school particularly when showing the inspectors around and
    sharing their work in lessons.
  • The vast majority of parents and carers who responded on Parent View or who were spoken to,
    feel their child is safe and the vast majority told inspectors that their child is happy, well looked
    after and the school makes sure pupils are well behaved.
  • Older pupils enjoy taking responsibility. Pupils also like being monitors and serving on the
    school council. Pupils told inspectors they would like to take on even more responsibility in
    school. They were able to explain what ASCENT meant and one said, ‘We are on a hill (Hill View
    Primary) and have to look up and reach for the stars.’
  • Pupils understand about different types of bullying, including cyber bullying although they say
    incidents are very rare and dealt with quickly. Pupils are aware of how to keep themselves safe
    on the internet and Year 6 pupils know about the dangers of drugs misuse. There are no
    recorded prejudice-based incidents. This shows that the school is successful in fostering good
    relationships and tackling discrimination.
  • Behaviour is not outstanding because in the less effective lessons pupils lose concentration and
    focus and are over reliant on the teacher to help them or initiate the next stage in their
  • Attendance is above average and pupils typically arrive for school on time.
The leadership and management are good
  • Improvements since the headteacher’s appointment have successfully improved the quality of
    teaching and pupils’ attainment. She has managed the pace of change very effectively and
    created a harmonious community where morale is high. Teamwork is excellent and everyone,
    including the administrative team and business manager, are considerable assets to the school
    and are very much appreciated by all concerned. As one staff member wrote, ‘I love coming to
    work every day now and I am extremely proud to be part of such a wonderful school.’
  • The headteacher’s highly constructive monitoring of teaching and an effective programme of
    training have ensured that all teaching is good with an increasing proportion that is outstanding.
    Leaders make effective use of data to identify pupils who are in danger of falling behind. This
    information is used well to provide additional support to help pupils accelerate their progress.
    Phase leaders and those in charge of subjects are beginning to be more effective in checking the
    quality of teaching, tracking progress and supporting colleagues.
  • The headteacher and governors manage the performance of teachers effectively, with clear links
    between the rewards that teachers receive and pupils’ good progress. Teachers are set clear
    targets linked to pupils’ progress, thus promoting good or better teaching successfully. The
    headteacher’s and governing body’s accurate self-evaluation and record of improvements show
    that leaders have a strong capacity for further improvement. The school development plan is
    focused clearly on gaining outstanding achievement throughout the school.
  • The leadership and management of the Early Years Foundation Stage and the provision for
    disabled pupils and those with special educational needs are outstanding. Transition from the
    many nursery schools is well planned and children quickly settle in to the vibrant learning
    environment. Good links are developed with parents and carers.
  • The school promotes equality of opportunity and tackles discrimination well, and this is reflected
    in the improving achievement of all groups of pupils. There are no recorded incidents of
  • The headteacher has focused successfully on improving reading and writing skills and is clear on
    how much further there is to go. Curriculum topics bring together different subjects in a way
    that the pupils describe as ‘interesting and fun’. The range of subjects and activities contributes
    very strongly to pupils’ spiritual, moral, social and cultural development. Lessons are enriched
    well through a range of after-school activities and by opportunities for pupils to learn a foreign
    language, to play instruments and to sing. Visits, including residential visits, and opportunities to
    develop sporting and artistic skills add further enhancement.
  • An action plan shows clearly how the school is using the primary sports funding. The impact of
    this funding on pupils’ achievements is being monitored and evaluated. It is being used
    effectively to consolidate and improve teachers’ subject knowledge in physical education and
    sports, and to increase pupils’ participation in sports programmes through the additional
  • The local authority provides good support for school leaders and governors which has helped
    them to evaluate the school’s performance well. The school works effectively with a range of
    others in the local area for checking the accuracy of assessments.
  • The governance of the school:
    - The governing body has a clear knowledge of the school’s strengths and what it needs to do
    to keep improving. It provides effective support and challenge. The governing body is very
    clear on the targets for the school and how these can be met. Governors have a good
    understanding of the school including the management of teachers’ performance and the
    implementation of Teachers’ Standards and how they affect salary progression. Governors
    monitor spending carefully and are aware of how the school is using the pupil premium to
    improve pupils’ achievement. Governors make sure they are kept up to date with training to
    improve their effectiveness, especially when holding the headteacher to account. The
    governing body fulfils its statutory duties, such as ensuring the school meets all safeguarding

What inspection judgements mean


Grade Judgement Description
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.

School details

Unique reference number 113751
Local authority Bournemouth
Inspection number 426808

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 652
Appropriate authority The governing body
Chair Steven Laird
Headteacher Amanda Jones
Date of previous school inspection 15 October 2008
Telephone number 01202 512813
Fax number 01202 530655
Email address reveal email: hill…


print / save trees, print less