Hillshott Infant School and Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils come to school happily and secure that everyone is welcome and included here. Pupils trust staff to listen to any worries they may have and to help them. This helps them to feel safe.

From the early years, children develop confidence and independence as they move through the school.

Right from the start, pupils learn to behave well. They know the routines and high expectations of their teachers.

Swiftly, even the youngest children settle into good learning habits. In lessons, and around the school, pupils are friendly and respectful.

Pupils know that their teachers expect them to listen carefully and try hard.

In the early years, chil...dren are excited by their work and play. Pupils are confident that teachers will help them when things are tricky. Most pupils achieve well and are ready for their next steps.

They 'have a go' at whatever teachers ask of them.'

Hillshott Stars' celebrate the school values each week. Pupils are compassionate and considerate citizens.

Through events, such as the 'Hillshott Café', Friday dance party or local litter picking, pupils develop a strong sense of being part of a kind, caring community.

What does the school do well and what does it need to do better?

Leaders are united in striving for continuous improvement. They know the school community well.

They regularly reflect on how best to help pupils and their families. The school manages change carefully. By involving staff in decisions, and helping them to develop in their roles, the school has built a strong team committed to doing their best for pupils.

In the early years there is a sharp, effective focus on developing children's vocabulary and language skills. Children develop a real love of stories. Teaching early reading has been a priority and staff have the right skills and resources to do this well.

From the moment they start in Reception, adults check what pupils know regularly. They give extra teaching or practice to fill any gaps. Pupils who need help to catch up with their reading, including pupils with special educational needs and/or disabilities (SEND), get extra practice with skilful adults.

Most pupils learn to read confidently and fluently by the time they leave the school. A few pupils, who are struggling with their reading, do not get enough opportunities to practise their phonics in writing. Sometimes teachers give them tasks that are too ambitious and this slows these pupils' progress.

The school has developed a clear curriculum, setting out what pupils are to learn. In the early years this is adjusted effectively to take account of the children's needs and interests. Staff in the early years have a good knowledge of the next steps for pupils.

They make sure that the most important skills are practised and developed through stimulating play as well as direct teaching. In many other subjects and classes, teachers put the curriculum in place well. Teachers introduce new ideas clearly and check that pupils understand these before they move on.

They give pupils first hand experiences and plenty of practice. This helps pupils to remember and build on what they know. Pupils with SEND get support in lessons and extra sessions, which focus on personal targets.

Most pupils achieve well and gain the skills and knowledge they need, ready for their next steps. However, in a few subjects teaching is not consistently effective. As a result, on occasion, some tasks are not clearly matched to what pupils need to learn or not adapted so that all pupils can achieve as well as they could.

Behaviour around the school and in lessons is good. Pupils know the rules and understand that these help to keep them safe. In the early years, children develop and sustain concentration.

They quickly learn to take turns and to follow rules and routines. Even the youngest children share kindly. They work happily on their own and together.

Older pupils are attentive and try hard in most lessons. The school has been working hard with families to improve attendance and ensure that pupils are in school on time. The careful analysis and personalised approach to punctuality and attendance are paying off as more pupils are in school each day to take advantage of the friendships and learning available for them.

Pupils have many opportunities to develop their character and talents. Sports clubs and festivals enable pupils to persevere with skills and learn to work together. The school council introduces pupils to democracy.

Pupils on the school council help to make decisions about things that are important to them. Pupils learn to be tolerant and inclusive. The school provides books and resources so pupils can see themselves in all they do at school.

This ensures that pupils value their own uniqueness and the special qualities they see in each other.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some older pupils at the early stages of learning to write do not get sufficient opportunities to apply their phonics knowledge in their written work.

These pupils sometimes do not have the knowledge to complete the tasks that teachers set for them. This means that their progress in securing foundational writing skills is slower. The school should ensure that tasks are well adapted so that older pupils at the early stages of learning to write can practise what they learn in their writing.

• In a few foundation subjects, the school has not established effective checks on how well the curriculum is implemented. In these subjects, teaching is not consistently effective in helping pupils to secure the most important knowledge. The school should ensure that the curriculum is implemented effectively and that learning is consistently well adjusted to meet pupils' needs.