School etc

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

see new Hillside Primary School

Hillside Community Primary School
Belstead Avenue
Ipswich
Suffolk
IP28NU

01473 *** ***

Headteacher: Mr Lee Abbott Baed With Qts Npqh

Website: www.hillsidecp.net

School holidays for Hillside Community Primary School via Suffolk council

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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

URN
124644
Education phase
Primary
Establishment type
Community School
Establishment #
2156
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
Area
Urban > 10k - less sparse
Free school meals %
36.80

Rooms & flats 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


Age group 3–11
Inspection date(s) 3–4 October 2011
Inspection number 380943

Hillside Community Primary School

Inspection report

Unique Reference Number 124644
Local Authority Suffolk
Inspection number 380943
Inspection dates 3–4 October 2011
Report ing inspector Graham Preston

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 3–11
Gender of pupils Mixed
Number of pupils on the school roll 410
Appropriate authority The governing body
Chair Jenny Auber
Headteacher Paul Tebbutt
Date of prev ious school inspection 8 October 2008
School address Belstead Avenue
Ipswich
IP2 8NU
Telephone number 01473 601402
Fax number 01473 604093
Email address ad.hillside.

Introduction

This inspection was carried out by four additional inspectors. They observed 25
lessons taught by 18 teachers. Meetings were held with members of the governing

body, groups of pupils and staff. Inspectors observed the school’s work and looked

at documentation, including that relating to safeguarding practices, the school’s self-
evaluation and development planning. They also analysed 90 questionnaires from
parents and carers, and 115 from pupils.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • Has the school succeeded in sustaining sound progress in Years 4 to 6 and
    improving pupils’ progress in Years 1 and 2?
  • Is teaching and assessment practice in both key stages bringing about further
    improvements in outcomes?
  • Has the school sustained its strengths in providing good support for the varying
    needs of its pupils?
  • How well do the governing body and school leaders at all levels work together
    to improve the school?

Information about the school

Hillside is a larger than the average sized primary school situated in an area of
Ipswich with a larger than average transient population. Consequently, the
proportion of pupils joining or leaving the school other than at the usual times is
considerably higher than in other schools. Most pupils are White British, although a
quarter of pupils come from families of other national and ethnic groups. The school
has additional funding for the 60 pupils who are at a very early stage of learning
English. The proportion of pupils with learning difficulties and/or disabilities is higher
than is typical for this size of school. The percentage of pupils known to be eligible
for free school meals is high. A local authority Children's Centre shares the same site
and the school employs a Family Support Worker who works with families and carers
and local support agencies. The school has gained Healthy Schools status since its
last inspection.

Inspection judgements

Overall effectiveness: how good is the school? 3
The school’s capacity for sustained improvement 3

Main findings

Hillside Primary School is a satisfactory school. It provides a welcoming and caring
environment for pupils, many with different learning needs, who join the school at
different stages in their primary education. Hillside has maintained its good provision
for the care, support and guidance of pupils and there has been a steady

improvement in pupils’ attainment and progress. The great majority of parents and

carers are pleased with what the school provides.
Most pupils, including in Years 4 to 6, make satisfactory progress in the time they are
at the school often from low starting points. Pupils’ attainment by the time they leave
is broadly average though standards in writing are a little below average. Overall
standards have improved in recent years, particularly in mathematics, despite the
challenges presented by the movement of pupils in and out of the school. Pupils with
special educational needs and/or disabilities make satisfactory progress because their
individual needs are suitably addressed. Pupils who speak English an additional
language do at least as well as others in the school once they have developed
English language competence. Pupils say they enjoy coming to school and most are
fully engaged in their learning, especially when the teaching is strong. They feel very

safe, embrace the school’s strong commitment to healthy lifestyles and many take an

active part in the life of the school. The school monitors attendance rigorously and
follows up absences diligently, especially where pupils are persistently absent. In
spite of these, attendance remains low. This is because the school’s involvement of

parents and carers in their children’s progress is not sufficiently robust to ensure they

appreciate the impact of good attendance on learning and academic performance.
Teaching is almost always at least satisfactory and often good or better reflecting
steady improvement over recent years. Teachers plan their lessons carefully and
mark work regularly and positively. However, there is considerable variation in
practice because teachers and support staff have limited opportunities to work as a
cohesive team to develop and share best practice. Some teachers are particularly
effective in varying learning activities to meet the different needs of pupils and giving
them very clear guidance as to how they can improve. However, in some lessons
work is not matched well enough to the needs of different abilities in the class and
there is limited use of teaching assistants to help meet all needs. Consequently,
some pupils find the work too hard and others find it too easy. The curriculum is
satisfactory with strengths in the use of phonics, that is to say the linking of sounds
and letters, to improve reading and writing.

A significant strength is the school provision for care, support and guidance. The
school has many pupils who join and leave the school at different times. These
include some with special educational needs and/or disabilities as well as a significant
and growing proportion who are at an early stage of learning English as an additional
language. Comprehensive arrangements exist to identify the needs of these pupils
and support them so that these needs are met. Hence, newly arrived pupils settle in
quickly.
All safeguarding requirements are met and there are well-developed partnerships
with external agencies, professionals and other schools to support pupils’
development and well-being in particular. Much emphasis is placed on careful
tracking of pupils’ progress, setting challenging targets and organising additional
learning support. Nonetheless, the school has made only modest progress in its
efforts to involve the wider staff and the governing body in whole school monitoring
and evaluation of provision. Because of the strong focus on supporting pupils, senior
leaders are preoccupied with day-to-day management. Middle leaders and others,
while having some responsibilities, are insufficiently involved in evaluating their own
and others’ practice and working as a cohesive team to improve key areas such as
teaching and learning and the curriculum. Nonetheless, the school does have an
accurate picture of its strengths and weaknesses and has improved since the last
inspection. This coupled with has a dedicated and talented workforce demonstrates a

satisfactory capacity to improve.

About 40% of the schools whose overall effectiveness is judged to be satisfactory
may receive a monitoring visit by an Ofsted inspector before their next section 5
inspection.

What does the school need to do to improve further?

  • Improve leadership and management by:
    ensuring that whole school development is based securely on rigorous
    monitoring and evaluation of provision
    providing appropriate training and development to enable middle leaders
    and others to be fully involved in contributing to the school's self-
    evaluation.
  • Make teaching and assessment consistently good by:
    providing opportunities for teachers to share best practice across the
    school
    making sure that work is effectively matched to the needs of different
    abilities within a class
    better deploying teaching assistants to ensure that pupils are all able to
    work at the right level of difficulty
    providing more opportunities in marking and assessment for pupils to
    evaluate their own progress in relation to their targets.
  • Improve pupils’ attendance by:
    sharing more frequently with parents and carers the school’s data on their
    child’s progress in order to help them to understand how this is affected
    by their attendance.
    Pupils who have the whole of their primary education in the school make at least
    satisfactory and often good progress. The school’s support ensures that the many
    others who join at different times, also make sufficient progress while at the school.
    Improved teaching and support has resulted in better pupil progress particularly in
    the previously weaker Years 1 to 4. This progress was evident in a number of mixed
    age classes where pupils were grouped according to their current literacy levels. In
    these classes, teachers used a good phonics learning programme which engaged
    pupils and was helping them to read more confidently. The improvements made in
    pupils’ mathematics was particularly evident in a Year 6 class learning algebra where
    the skilled and fast paced teaching enabled most pupils to successfully attempt the
    extension activity using brackets.
    A considerable proportion of pupils have social and emotional concerns which affects
    their readiness to learn. However, behaviour is almost always at least satisfactory
    and where teaching is good, the pupils are attentive and eager to learn. A significant
    minority take an active part in school affairs. Most understand the importance of a
    healthy lifestyle, participate in various sports and physical activities, happily eat the
    fruit present in many classrooms and take the healthy school lunches. Pupils
    understand about the importance of friendships and show empathy for others in
    lessons and playtime in a very mixed school community. Pupils’ spiritual, moral,
    social and cultural development is sound and supported by a curriculum which is in
    the process of further improvement.
Outcomes for individuals and groups of pupils 3

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
1
3

3

3
3

The extent to which pupils feel safe 2
Pupils’ behav iour 3
The extent to which pupils adopt healthy lifesty les 2
The extent to which pupils contribute to the school and wider community 3

1

The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance
1
4

3

The extent of pupils’ spiritual, moral, social and cultural development 3

How effective is the provision?

Teaching is satisfactory with developing strengths, reflecting staff efforts to improve
their practice. However, there is some inconsistency in the quality of teaching and
assessment because teachers and other staff do not work together to develop a
shared whole school approach. Even so, there are numerous instances of good
practice. Behaviour management in lessons is mostly effective and the atmosphere in
lessons positive and purposeful. Teachers make good use of resources including
interactive whiteboards to present information, although there were only a few

instances observed where pupils actively participate in their use. Lesson planning is

usually clear and purposeful but some teachers make limited effort to vary the level
of work in the ability sets for English and mathematics even though, despite setting,
the range of needs within any one set remains wide.
Teaching assistants provide effective one-to-one support though on occasion, this
limits their use in helping groups learn and reduces opportunities for pupils who have
a statement of special educational needs to work with others. Marking is regular and
encouraging, usually with helpful improvement points. The best practice enables
pupils to assess their own progress with related follow up work. But again, this is not
consistent across the school and does not overtly link to the school’s otherwise good
progress tracking.
The curriculum meets the needs of pupils across the school. There is a strong focus

on developing pupils’ writing and mathematics skills as well as a worthwhile range of

sports, music and other activities including residential visits. Work is in progress in
developing a new topic-based curriculum that seeks to excite and engage pupils and
provide opportunities for them to show initiative.
The school has considerable success in carefully tracking and supporting of
substantial numbers of pupils whose circumstances may make them vulnerable. The

school’s Family Support Worker works effectively with many families in the

community and liaises with the nearby Children’s Centre, providing significant
support and training. The school also employs additional staff to run the very
successful reading recovery programme that helps new arrivals and others retrieve
lost ground in their learning.

These are the grades for the quality of provision

The quality of teaching 3
Taking into account:
The use of assessment to support learning
3
The extent to which the curriculum meets pupils’ needs, including, where
relevant, through partnerships
3
The effectiveness of care, guidance and support 2

How effective are leadership and management?

Leaders drive improvement by setting sufficiently challenging targets to raise
attainment. Development plans identify the right priorities and build on
improvements that have been secured already. The senior leaders have an accurate
picture of the quality of teaching and learning. However they have made less
progress in enabling the wider staff to be involved in the monitoring and evaluation
of the school’s work. The governing body has undergone changes in personnel and
has made a concerted effort to be more involved in the work of the school. Members
of the governing body regularly review school results and contribute to the current
school development plan but have not always been able to participate in the local
authority reviews of the school’s progress and targets. The governing body works
closely with the school to ensure that all school practices keep children safe and
protected.
Senior leaders know how well all groups of pupils are performing. Careful tracking

and suitable interventions ensure that no pupils are disadvantaged and that equality

of opportunity is promoted. The school is active in its efforts to make contact with
parents and carers through its Family Support Worker, education welfare officer and
other staff and uses newsletters and text messaging well to communicate to all. It
has found it more difficult to get parents and carers involved in the life of the school,
for example, as volunteers. The school has firm policies on attendance but the
relative infrequency of reporting pupils’ progress means some parents and carers do
not appreciate the impact of frequent pupil absence. Partnerships are a major
strength in supporting the school’s effective work in promoting pupils’ well-being.
The school has audited its community cohesion and makes full use of the increasing
cultural and religious diversity within the school, as well as an annual visit by school
pupils from San Salvador. The school recognises that it needs to develop wider
national links and is working towards this goal.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driving improvement
Taking into account:
The leadership and management of teaching and learning
3

3

The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities
met
3
The effectiveness of the school’s engagement with parents and carers 3
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
3
The effectiveness of safeguarding procedures 3
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school deploys resources to achieve value for
money
3

Early Years Foundation Stage

Children start in Nursery class with standards that are low for their age, particularly
in language development and social skills. This reflects the significant and increasing
proportion of children who enter the school with special educational needs and/or
disabilities or at a very early stage of English language acquisition. Over the next two
years, children do a considerable amount of catching up. This represents good
progress though most are still below expectations for their age when they enter Year
1. Children develop well in their confidence and social development because of the
good and supportive teaching. This is helping pupils improve their skills in linking
sounds and letters as well as recognising and counting numbers. Reading, writing
and calculating are relatively weaker though improving steadily.
Teachers and support staff work very much as a team providing very attractive
surroundings and varied learning activities that the children enjoy. Staff make full
use of the very large indoor classrooms to provide numerous play and learning
activities, many of which are signposted in terms of a specific area of learning. There
is considerable free movement between indoor and outdoor areas and a usually good
mix of adult-led activities and those initiated by children. However, on occasion,

there is insufficient adult intervention and support to maximise children’s learning. In

all other respects, the provision is good and the Early Years Foundation Stage leader
and her team continue to work well to review and develop teaching and assessment
practice. Assessment uses a range of different sources including note taking and

photographs as well as wall grids to record children’s progress in particular areas.

Staff development is on-going and includes training in assessment and use of
moderation to improve accuracy. Considerable efforts are made to welcome and
establish contact with parents and carers and encourage them to contribute to their

child’s development.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Ear ly Years Foundation Stage
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation
Stage
2

2

2
2

Views of parents and carers

Under a quarter of parents and carers returned the questionnaire although the great
majority of those are happy with the school. Very few chose to write additional
comments to explain why they were pleased, or on occasion, displeased with school
provision. All say their children enjoy coming to school and almost all agree that the
school keeps them safe and supports their needs. A few would like to be kept better
informed about their children’s progress and want the school to be more responsive
to their concerns. The inspectors judged the school to be particularly effective in

supporting pupils’ needs and ensuring a safe learning environment. Inspection

evidence indicates that the school has made good progress in developing its tracking
of pupils’ progress. However, the information generated is not used effectively
enough to keep parents and carers informed about their child’s progress on a more
regular basis or to flag up where attendance is having an adverse impact on their
learning.

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Hillside Community Primary
School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection received 90 completed questionnaires by the end of the on-site inspection. In total,
there are 410 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
agree
Agree Disagree disagree
Strongly
Total % Total % Total % Total %
My child enjoys school 48 53 42 47 0 0 0 0
The school keeps my child
safe
49 54 38 42 3 3 0 0
The school informs me about
my child’s progress
32 36 48 53 9 10 0 0
My child is making enough
progress at this school
30 33 53 59 4 4 0 0
The teaching is good at this
school
33 37 52 58 1 1 0 0
The school helps me to
support my child’s learning
28 31 52 58 5 6 2 2
The school helps my child to
have a healthy lifestyle
31 34 54 60 4 4 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
employment)
22 24 60 67 1 1 1 1
The school meets my child’s
particular needs
28 31 59 66 2 2 0 0
The school deals effectively
with unacceptable behaviour
24 27 56 62 6 7 0 0
The school takes account of
my suggestions and
concerns
21 23 56 62 5 6 0 0
The school is led and
managed effectively
29 32 54 60 3 3 1 1
Overall, I am happy with my
child’s experience at this
school
40 44 45 50 4 4 0 0

Glossary

What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
Secondary
schools
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
units
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than goo d or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Capacity to improve: the proven ability of the school to continue

improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the headteacher, to identifying priorities,
directing and motivating staff and running the
school.

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.

  • The school’s capacity for sustained
    improvement.
  • Outcomes for individuals and groups of
    pupils.
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and
    support.

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

5 October 2011
Dear Pupils

Inspection of Hillside Community Primary School, Ipswich IP2 8NU

Thank you for making us so welcome when we came to visit your school. Your school
gives you a satisfactory and improving education, and ensures that most of you
achieve as well as you should by the time you leave. The special effort the school
makes to welcome and support the many new pupils who come to the school at
different times helps them to improve their work and, in some cases, to learn to
speak English.
You say that the school is a safe place to be, and we were pleased to see that most
of you behaved sensibly in lessons and around the school and cooperated with
others. Talking with some of you, it was clear you like being involved in the school
council. It was good to see that many pupils have responded well to the school’s
efforts to encourage healthy eating and that a considerable number of you are
involved in different sports and clubs.
Your parents and carers told us how much you like school. You clearly get on with
your teachers and appreciate the help they give you to improve your reading, writing
and mathematics. We could see that your teachers plan different activities that make
your learning interesting. However, we think you could do even better if teachers
worked together to develop the best ways to help you learn and make progress.
Your teachers mark your work very regularly and make many helpful and
constructive comments. We now want them to do more to help you assess your own
work and progress towards your targets in reading, writing and mathematics. The
school uses various work schemes, projects and activities to help you make progress
and we have asked the school to involve all the staff in evaluating which ones help
you best.
The headteacher, the governing body and all the staff are working hard to further
improve the school. Your attendance is low. You can all help by attending more
regularly, making a real effort to improve your writing, which can be messy at times,
and continuing to take an active part in school affairs. Thank you again for being so
friendly and helpful on our visit.

Yours sincerely

Graham Preston
Lead inspector

.

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