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Coney Hill is an inclusive school which cares deeply for its pupils.
It provides a calm and nurturing environment. The school motto, '#ProudtobeaHiller' shines through in pupils and adults alike. Pupils enjoy school and attend regularly.
Many pupils face challenges with their learning. However, the school is ambitious for every pupil to experience success. Pupils learn how to be resilient and strive to be the best they can be.
Pupils behave exceptionally well during lessons and social times. They demonstrate high levels of respect and kindness towards one another. They understand the consequences of poor behaviour.
The provision for pupils' wider per...sonal development is impressive. They value the rich and varied opportunities available. These help to develop their skills and interests in many areas such as music and sports.
Pupils speak positively about the leadership roles and responsibilities they can take on, such as school councillors and digital leaders. They undertake these roles with pride.
The welfare of pupils and their families is at the heart of Coney Hill.
The school offers exceptional pastoral support and strives to ensure pupils are safe, happy and receive the right support. They enjoy warm relationships with staff and develop a strong sense of belonging.
What does the school do well and what does it need to do better?
Everything the school does is about supporting pupils to realise their potential.
The core 'PREACH' values of purpose, pride, respect and community are central to the school. As a result, pupils demonstrate outstanding attitudes, thrive and experience success in their learning.
The school provides pupils with an exciting curriculum.
It is carefully planned and identifies the essential knowledge and skills it wants pupils to learn and remember. However, the school has been right to identify that more work is needed to ensure that the curriculum is implemented consistently well across all subjects so that pupils know and remember more.
The school was quick to analyse why the published outcomes in 2023 for pupils in key stage 2 were weak.
As a result, prompt action has been taken, and there is evidence that pupils' progress in reading, writing and mathematics improving quickly.
Staff see reading as the gateway for future success. They are determined that every pupil will become a fluent reader.
Children begin their reading journey as soon as they arrive in the early years. Staff are skilled in the teaching of reading. They quickly spot pupils who are falling behind and provide support to help them catch up swiftly.
Books are carefully chosen to ensure they precisely match pupils' phonic knowledge. Pupils, including children in the early years, enjoy story time. They listen carefully and are keen to join in.
Older pupils are enthusiastic reading champions. They carefully select the books they read to other children in the pupil-led reading club. The book bank is popular for both pupils and adults.
This is where books are shared freely amongst the community. All of this promotes a love of reading.
The school places significant importance on ensuring pupils acquire the life skills they need.
There is a strong focus on communication, mathematics, reading and writing. As a result, pupils are well prepared for those next steps. Pupils build knowledge and understand the importance of being healthy and lead safe, active lives.
They are respectful of different cultures, faiths, types of family and relationships.
The school's careful consideration of pupils' needs is reflected in its exceptional programme for personal development. It is integral to the work of the school.
The school invests time to explore what children and families need and how best to provide it. They promote good mental health across the community and offer significant support and help to those who need it. Pupils take their role as well-being ambassadors seriously.
In addition, 'boys talk' is well attended as a place where boys can talk freely about any worries or concerns they may have, knowing that action will be taken swiftly.
Pupils with special educational needs and/or disabilities (SEND) are at the forefront of the school's work. Staff identify pupils' barriers to learning accurately and efficiently.
Adaptations are made to ensure they get the support they need. This helps pupils with SEND learn the same curriculum as their classmates and achieve well.
Many parents are extremely positive about the school's work.
They remark on how the school goes 'above and beyond' to support their child and themselves as parents. They are confident their children receive a good education, are safe and happy.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some pupils are not able to remember the key knowledge across the subjects they study. This can hinder the depth of their learning. The school must ensure that the implementation of the curriculum enables pupils to secure their knowledge more deeply.
