Hillside Community Primary School Closed - for academy June 30, 2014
phone: 01473 *** ***
headteacher: Mr Lee Abbott Baed With Qts Npqh
630 pupils capacity: 72% full
240 boys 53%
215 girls 47%
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 %
- Hillside Primary School IP28NU
- 0.1 miles St Joseph's Oakhill IP29AN
- 0.2 miles Stoke High School IP28PL
- 0.2 miles Stoke High School - Ormiston Academy IP28PL (734 pupils)
- 0.4 miles Halifax Primary School IP28PY (398 pupils)
- 0.7 miles St Mark's Catholic Primary School, Ipswich IP29HN (211 pupils)
- 0.7 miles St Joseph's College IP29DR (555 pupils)
- 0.7 miles Beacon Hill School IP29HW (153 pupils)
- 0.7 miles Beacon Hill School IP29HW
- 0.9 miles Cliff Lane Primary School IP30PJ (458 pupils)
- 0.9 miles The Willows Primary School IP29ER (216 pupils)
- 0.9 miles St Matthew's Church of England Voluntary Aided Primary School, Ipswich IP12AX (378 pupils)
- 0.9 miles Chantry High School IP29LR
- 0.9 miles Suffolk New College IP41LT
- 0.9 miles Learning Support, Southern Area Education Office IP41LJ
- 0.9 miles Suffolk New Academy IP29LR (648 pupils)
- 1 mile Westbridge Pupil Referral Unit IP12HE (32 pupils)
- 1 mile Ranelagh Primary School IP20AN (213 pupils)
- 1 mile St Helen's Primary School IP42LT (448 pupils)
- 1 mile St Margaret's Church of England Voluntary Aided Primary School, Ipswich IP42BT (240 pupils)
- 1.1 mile Orwell Junior School IP30HS
- 1.2 mile Handford Hall Primary School IP12LQ (347 pupils)
- 1.2 mile Chantry Junior School IP20NR
- 1.2 mile Chantry Infant School IP20NR
Hillside Community Primary
Belstead Avenue, Ipswich, IP2 8NU
|Inspection dates||11–12 June 2014|
|Overall effectiveness||This inspection:||Requires improvement||3|
|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
social and cultural development very well.
| 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.
|Paul Tomkow, Lead inspector||Her Majesty’s Inspector|
|June Cannie||Additional Inspector|
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.
|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
- 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
|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
- 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 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||124644|
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|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||480|
|Appropriate authority||The governing body|
|Date of previous school inspection||11 September 2013|
|Telephone number||01473 601402|
|Fax number||01473 604093|