School etc

Hillside Community Primary School Closed - for academy June 30, 2014

see new Hillside Primary School

Hillside Community Primary School
Belstead Avenue

phone: 01473 *** ***

headteacher: Mr Lee Abbott Baed With Qts Npqh

reveal email: ad.h…


school holidays: via Suffolk council

455 pupils aged 2—10y mixed gender
630 pupils capacity: 72% full

240 boys 53%

≤ 253y254a114b134c175y466y347y318y289y1710y14

215 girls 47%

≤ 233y254a94b114c85y376y297y238y239y2810y18

Last updated: Sept. 1, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
June 30, 2014
Reason closed
For Academy
OSGB coordinates
Easting: 616093, Northing: 243330
GPS coordinates
Latitude: 52.046, Longitude: 1.1499
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 11, 2013
Region › Const. › Ward
East of England › Ipswich › Bridge
Urban > 10k - less sparse
Free school meals %

rooms to rent in Ipswich

Schools nearby

  1. Hillside Primary School IP28NU
  2. 0.1 miles St Joseph's Oakhill IP29AN
  3. 0.2 miles Stoke High School IP28PL
  4. 0.2 miles Stoke High School - Ormiston Academy IP28PL (734 pupils)
  5. 0.4 miles Halifax Primary School IP28PY (398 pupils)
  6. 0.7 miles St Mark's Catholic Primary School, Ipswich IP29HN (211 pupils)
  7. 0.7 miles St Joseph's College IP29DR (555 pupils)
  8. 0.7 miles Beacon Hill School IP29HW (153 pupils)
  9. 0.7 miles Beacon Hill School IP29HW
  10. 0.9 miles Cliff Lane Primary School IP30PJ (458 pupils)
  11. 0.9 miles The Willows Primary School IP29ER (216 pupils)
  12. 0.9 miles St Matthew's Church of England Voluntary Aided Primary School, Ipswich IP12AX (378 pupils)
  13. 0.9 miles Chantry High School IP29LR
  14. 0.9 miles Suffolk New College IP41LT
  15. 0.9 miles Learning Support, Southern Area Education Office IP41LJ
  16. 0.9 miles Suffolk New Academy IP29LR (648 pupils)
  17. 1 mile Westbridge Pupil Referral Unit IP12HE (32 pupils)
  18. 1 mile Ranelagh Primary School IP20AN (213 pupils)
  19. 1 mile St Helen's Primary School IP42LT (448 pupils)
  20. 1 mile St Margaret's Church of England Voluntary Aided Primary School, Ipswich IP42BT (240 pupils)
  21. 1.1 mile Orwell Junior School IP30HS
  22. 1.2 mile Handford Hall Primary School IP12LQ (347 pupils)
  23. 1.2 mile Chantry Junior School IP20NR
  24. 1.2 mile Chantry Infant School IP20NR

List of schools in Ipswich

School report

Hillside Community Primary


Belstead Avenue, Ipswich, IP2 8NU

Inspection dates 11–12 June 2014
Overall effectiveness This inspection: Requires improvement 3
Previous inspection: Inadequate 4
Achievement of pupils Requires improvement 3
Quality of teaching Requires improvement 3
Behaviour and safety of pupils Requires improvement 3
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a school that requires improvement. It is not good because
The school has the following strengths

Although pupils are now making better
There is not enough good or outstanding
The behaviour of some pupils causes
progress in their learning, it is not yet rapid
enough to make up for the previous low
levels of attainment.
teaching. As a result, rates of progress vary
too much across the year groups and not
enough pupils are making expected or better
than expected progress.
disruption to learning.
Some teachers have gaps in their knowledge of
The quality of pupils’ presentation of their work
When marking, teachers do not always provide
grammar, punctuation and spelling. As a result,
they sometimes teach concepts incorrectly and
fail to identify mistakes in pupils’ work.
varies greatly, often because their handwriting
is not of a good standard.
useful information to pupils about how to
improve their work.
Leadership and management are good. The
The school promotes pupils’ spiritual, moral,
Pupils in Year 6 are making good progress in
headteacher has secured significant
improvements in teaching and pupils’
achievement since his appointment in
January 2013.
social and cultural development very well.
all subjects.
Attendance has improved significantly and is
The school provides good care, guidance and

now in line with the national average.
support for all pupils. As a result, the vast
majority of pupils feel safe and have positive
attitudes to learning.

Information about this inspection

  • Inspectors visited 16 lessons or parts of lessons. This included observing pupils being taught
    phonics (the links between letters and sounds). The headteacher and deputy headteacher joined
    the inspectors for four observations.
  • Discussions were held with the headteacher and deputy headteacher, subject and other leaders,
    staff, pupils, the Vice Chair of the Governing Body and a representative from the local authority.
  • Inspectors looked at a range of documents, including the school’s improvement plans,
    achievement information and documents relating to safeguarding.
  • Inspectors looked at the work in pupils’ books.
  • Inspectors took account of the 14 responses to the online survey Parent View. Some parents and
    carers were also asked for their views at the beginning of the school day.

Inspection team

Paul Tomkow, Lead inspector Her Majesty’s Inspector
June Cannie Additional Inspector

Full report

In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of
the opinion that the school no longer requires special measures.

Information about this school

  • The school is much larger than the average-sized primary school.
  • The majority of pupils are White British. The proportion of pupils from minority ethnic
    backgrounds is above average. The proportion of pupils who speak English as an additional
    language is also above average.
  • The proportion of pupils for whom the school receives the pupil premium is above average. This
    is additional funding for pupils who are known to be eligible for free school meals and those in
    local authority care.
  • The proportion of disabled pupils and those who have special educational needs, supported at
    school action, school action plus or with a statement of special educational needs is above
  • An above-average proportion of pupils joins or leaves partway through their primary school
  • In 2013, the school did not meet the government’s floor standards, which set the minimum
    expectations for pupils’ attainment and progress in reading, writing and mathematics.

What does the school need to do to improve further?

  • Further improve the quality of teaching so that more is good or outstanding by:
    ensuring that all teachers use marking to give pupils clear information about what they have
    done well and what they need to do to improve further
    improving teachers’ knowledge and understanding of grammar, punctuation and spelling
    improving the presentation of pupils’ work and the quality of their handwriting.
  • Ensure that the poor attitudes and behaviour of the small number of pupils who regularly
    interrupt learning are addressed and resolved.

Inspection judgements

The achievement of pupils requires improvement
  • Most children start at the school with levels of development that are well below those typical for
    their age. They make the progress they should across the Early Years Foundation Stage but
    standards on entry to Year 1 are still well below those normally found.
  • Recent improvements to the teaching of phonics (the linking of sounds and letters) mean that
    pupils currently in Years 1 and 2 have a better understanding than previously. During the
    inspection, many pupils were seen using newly acquired skills to successfully sound out
    unfamiliar words.
  • Attainment at the end of Key Stage 1 remains low but there is evidence of improvement in
    reading, writing and mathematics. More pupils are now making better progress in Years 1 and 2
    and the pace of learning is picking up steadily.
  • In Years 3 and 4, pupils’ progress in lessons is variable. They make good progress when they
    have a clear understanding of what they are expected to learn. On occasions, however, the pace
    of learning is not as rapid as it could be because of remaining weaknesses in teaching.
  • Standards by the end of Year 6 have been below average in reading, writing and mathematics
    for the past three years. Results have been affected by a significant number of mid-year
    admissions to the school.
  • Pupils achieve better in mathematics than in reading or writing. This is because teachers plan
    more effectively to meet the needs of different ability groups.
  • As a result of good teaching and well-targeted support, pupils currently in Year 6 are catching up
    some of the ground they lost in previous years.
  • Until recently, not enough priority has been given to pupils producing high-quality written work.
    Pupils have not had enough opportunities to write at length for different purposes. However, a
    recent focus on writing has led to some significant improvements in both the quantity and
    quality of writing being produced across the school.
  • Disabled pupils and those who have special educational needs now receive good support from
    well-briefed teaching assistants within the classroom and in small groups, or individually, as
    needed. As a result, they are beginning to make better progress and the gap between their
    achievement and that of their peers is closing.
  • Pupil premium funding is being used effectively to support learning through increased staffing,
    which provides enhanced support for individuals and groups in English and mathematics. The
    funding has also been used to procure specialist support for speech and language development
    and counselling. In 2013, the attainment of pupils, supported through this funding, was under a
    term behind their classmates in English but nearly a year behind in mathematics. Due to the
    additional targeted support which is now being provided, eligible pupils are now making good
    progress and the gap in achievement is closing.
  • Pupils’ attainment and progress is tracked effectively and the information used well to target
    additional support for groups and individual pupils where required. As a result, pupils who speak
    English as an additional language and pupils who are vulnerable to underachievement, including
    those who join the school mid-year, are now making better progress and closing the gap in
    achievement between themselves and their peers. This reflects the school’s commitment to
    promoting equal opportunities.
The quality of teaching requires improvement
  • The quality of teaching is beginning to improve and inadequate teaching has been eradicated.
    However, there is still too much teaching that requires improvement. Consequently, not enough
    pupils are making expected, or better than expected, progress from their generally low starting
  • When teaching is less effective it is often because of teachers’ poor subject knowledge,
    particularly when teaching writing. Some teachers are insecure in their knowledge about
    grammar, punctuation and spelling. This leads to concepts being taught incorrectly and errors in
    pupils’ work not being corrected. This impedes pupils’ progress and means that basic gaps in
    pupils’ knowledge are not being closed.
  • When teaching is most effective, pupils know exactly what they are expected to do as their
    teachers have good subject knowledge and provide feedback that helps them to improve their
    work. Pupils are given time to respond to teachers’ comments at the start of lessons so that links
    can be made with what they already know and can do. This was particularly evident in the work
    seen in Year 6, where teaching is consistently strong.
  • Phonics is now taught well. Teachers make good use of resources, such as whiteboards, to
    reinforce pupils’ understanding of letters and the sounds they make. As a result, children in the
    Early Years Foundation Stage and younger pupils are now making more rapid progress with their
  • Pupils have previously not been given enough opportunities to practise their writing skills. The
    school now makes sure that pupils write regularly and for different purposes. Work in books
    shows that this is helping to improve standards, although the quality of handwriting and
    presentation remains weak.
  • Teaching assistants are increasingly effective in supporting learning. They work well with
    teachers and have a clear understanding what is expected of them. They provide good support
    for pupils as a result.
The behaviour and safety of pupils requires improvement
  • The behaviour of pupils requires improvement. This is because of the disruption that is caused
    by a group of pupils who have difficulty conforming to the school’s behaviour policy. Although
    the school deals with this challenging behaviour well, the incidents caused by these pupils often
    disrupt learning, as staff time has to be spent managing difficult situations.
  • Although the number of exclusions is above average, the figure is falling as the school is
    becoming increasingly effective at managing challenging behaviour.
  • The vast majority of pupils are polite and respectful to each other and to the adults who work
    with them. Pupils often display positive behaviour; for example, when moving round school and
    during lunch time. The attitude to learning in lessons of most pupils is good, although, when
    teaching is less effective, some pupils do not work hard enough.
  • The school’s work to keep pupils safe is good. Staff training in safeguarding is up to date, as is
    the register of adults who work in school.
  • Pupils have confidence that adults will resolve any difficulties they may have, including the
    occasional incidents of bullying that occur. Pupils demonstrated a good knowledge of personal
    safety and understood how to stay safe when using the internet.
  • The school works well with outside agencies to ensure that pupils whose circumstances might
    make them vulnerable are supported effectively.
  • The school has been successful in improving attendance. Teachers work closely with parents to
    promote good attendance, using an appropriate range of rewards and sanctions. The school now
    intervenes early when a pupil’s attendance is giving cause for concern. As a result, the
    proportion of pupils who are persistently absent has fallen sharply and attendance is now
    broadly average.
The leadership and management are good
  • Since his appointment in January 2013, the headteacher has been relentless in his efforts to
    bring about the required improvements to the school. The changes he has made have already
    led to more effective teaching, and standards are rising as a result. Under his leadership,
    systems for reviewing the work of the school have improved considerably. As a result, senior
    leaders, including the governing body, now know the school well. They understand the school’s
    strengths, they know where weaknesses remain and have developed well-focused plans to
    further improve the school.
  • Comprehensive arrangements are in place to check the performance of teachers. The governing
    body has established clear links between teachers’ performance and pay progression, and the
    objectives that are set for teachers include clear and measurable targets for pupils’ progress.
    Senior leaders have also provided good professional development opportunities in order to help
    teachers improve their practice.
  • A set of shared expectations, called ‘Hillside Musts’, have been developed in order to establish a
    set of minimum standards for all members of staff. These have been used to ensure a more
    consistent approach to systems such as behaviour management, classroom organisation and
    lesson planning.
  • Systems for tracking pupils’ progress are used effectively to identify those who are falling behind
    so that appropriate support can be provided. Tailored programmes of support include booster
    classes for older pupils and programmes aimed at developing language and literacy skills for
    those pupils who speak English as an additional language.
  • Pupil premium funding is being used effectively to support eligible pupils. School leaders and
    teachers carefully track the performance of these pupils, and the school’s own performance data
    indicates that the gap between their performance and that of their peers is narrowing.
    Information is shared appropriately with the governing body, who take a keen interest in the
    impact of this funding.
  • The school provides a broad and balanced curriculum which successfully promotes pupils’
    spiritual, moral, social and cultural development. Inspectors saw some high-quality work in
    science and topics books. Older pupils also study world religions and benefit from a range of
    educational visits which support their learning.
  • The primary sport funding has been used well to increase participation in sporting activities, both
    within school and in competition with other schools. The school runs a number of clubs and
    teams, and teachers also report that working alongside professional coaches has increased their
    confidence in teaching physical education.
  • The local authority has provided a good level of support and challenge to the school. A strategic
    accountability group has helped the governing body to monitor progress and hold the school to
    account. Consultants have worked with and alongside teachers to secure improvements in
    reading and behaviour.
  • The governance of the school:
    Since the last inspection, the governing body has significantly strengthened its procedures for
    supporting and challenging the school. Therefore, they now have an accurate view of
    achievement across the school and are more able to hold senior leaders to account for the
    school’s performance. The governing body manages finances effectively and makes sure the
    school meets all safeguarding requirements. Governors also know how additional funding,
    such as that received for pupil premium, is spent and the impact of this expenditure on pupils’

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 124644
Local authority Suffolk
Inspection number 441659

This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.

Type of school Primary
School category Maintained
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 480
Appropriate authority The governing body
Chair Jenny Auber
Headteacher Lee Abbott
Date of previous school inspection 11 September 2013
Telephone number 01473 601402
Fax number 01473 604093
Email address reveal email: l.ab…


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