Hill View Primary School
phone: 01202 512813
headteacher: Mrs Amanda Jones
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 %
- Hill View County First School BH105BD
- Hill View County Junior School BH105BD
- 0.3 miles Winton Primary School BH92TG (657 pupils)
- 0.3 miles Winton County Junior School BH92TG
- 0.5 miles Moordown St John's Church of England Primary School BH92SA (406 pupils)
- 0.5 miles Bournemouth Alternative Needs Federation BH104HG
- 0.6 miles Kingsleigh Junior School BH105HT
- 0.6 miles Glenmoor School BH104EX
- 0.6 miles Winton Arts and Media College BH104HT
- 0.6 miles Slades Farm School BH104EP
- 0.6 miles Winton County First School BH91TP
- 0.6 miles Kings High School BH105HS
- 0.6 miles Kingsleigh Primary School BH105HT (512 pupils)
- 0.6 miles Winton Arts and Media College BH104HT (634 pupils)
- 0.6 miles Glenmoor School BH104EX (680 pupils)
- 0.7 miles Kingsleigh First School BH105HS
- 0.7 miles Kingsleigh Secondary School BH105HS
- 0.7 miles East Howe Pupil Referral Unit BH105HD
- 0.7 miles The Bourne Academy BH105HS (665 pupils)
- 0.9 miles St Mark's Church of England Aided Primary School BH104JA (418 pupils)
- 0.9 miles Talbot House School BH92LR (141 pupils)
- 1 mile Heathlands First School BH118BQ
- 1 mile St Luke's Church of England Primary School BH91LG (418 pupils)
- 1 mile St Walburga's Catholic Primary School BH93BY (481 pupils)
Hill View Primary School
Hill View Road, Ensbury Park, Bournemouth, BH10 5BD
|Inspection dates||5−6 December 2013|
|Overall effectiveness||This 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
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
spiritual, moral, social and cultural
development by offering a good range of
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
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.
|David Marshall, Lead inspector||Additional Inspector|
|Wendy Marriott||Additional Inspector|
|Jacqueline Good||Additional Inspector|
|Margaret Faull||Additional Inspector|
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
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.
|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
- 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 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.
|Unique reference number||113751|
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||652|
|Appropriate authority||The governing body|
|Date of previous school inspection||15 October 2008|
|Telephone number||01202 512813|
|Fax number||01202 530655|