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The Hill Primary Academy is a safe and welcoming school.
Teachers establish clear routines for pupils' behaviour. These focus on leaders' three priorities for behaviour in school: be ready, be respectful, be safe. Most pupils engage well in lessons and are keen to learn.
A small number of pupils have complex needs and require extra help to behave well in school. Leaders and staff work very effectively with these pupils. The atmosphere around school is calm.
At social times, pupils play well together. Bullying is very rare. Pupils know that teachers support them to resolve any 'fallings out' that happen in school.
Staff engage well with pupils at soci...al times. They chat to pupils and join in with games, including football. Pupils understand how to look after their mental health and keep fit.
Pupils enjoy welcoming visitors to their school. Sometimes people from the local community come to school to talk about their jobs. This helps pupils to start thinking about the world of work.
Pupils experience a range of educational visits. Some of these teach them about how to stay safe. For example, pupils spend time with the 'Crucial Crew' to learn about the work of the emergency services.
Pupils have opportunities to take on leadership responsibilities and are proud to do so. For example, some pupils are eco-warriors and/or anti-bullying ambassadors. There is also a 'Young Voices' choir.
Members of the choir participate in musical events, both in and out of school.
What does the school do well and what does it need to do better?
Leaders prioritise reading. Staff are trained well and deliver the early reading scheme consistently.
There are daily fast-track interventions in place to support pupils who need extra help. The books pupils read match the sounds they know. This helps them learn to read quickly.
Most pupils complete paired reading tasks very well. Staff read to pupils every day. Pupils enjoy story time and delight in watching expert readers.
Curriculum planning is sequenced so that core knowledge is revisited as pupils progress through the school. This helps pupils to remember their learning over time. Many subjects are taught well.
Staff use assessment carefully to identify precise gaps in pupils' knowledge. They identify and address any misconceptions. In some subjects, planning is particularly ambitious and goes beyond the national curriculum.
For example, in science, pupils learn about cosmology. However, in a few subjects, such as French and music, teaching is less effective. In these subjects, subject leadership is less well developed.
Teachers' subject knowledge in these subjects is less secure. Leaders have identified that these subjects need further development and have detailed plans in place to address them. This work has already begun.
Pupils with special educational needs and/or disabilities (SEND) are well supported. Teachers provide appropriate targets. These are broken down into small steps.
Pupils with SEND get the right help to achieve their targets. Pupils who are eligible for pupil premium funding are well supported through a range of strategies. This includes tutoring and interventions to support pupils' well-being.
In the early years, the curriculum is well thought through. Leaders make sure that children are ready for the demands of Year 1. Leaders plan the vocabulary they want children to learn.
Staff know what each child needs to learn next. They skilfully increase children's vocabularies over time. The activities teachers plan for children's independent learning are purposeful and support teacher-led sessions well.
Children engage in their learning. They learn well.
The curriculum for pupils' personal, social and health education (PSHE) is well designed and meets pupils' needs.
They learn about local risks, including the dangers of water. They also learn about online safety. Pupils broadly remember and understand the PSHE curriculum well.
However, there are some inconsistencies. For example, some pupils do not recall enough about other faiths and cultures. Pupils do respect people from different communities.
They value people whose lives are different to their own. They learn to treat everyone fairly. Leaders provide opportunities for pupils to attend clubs, such as fencing and archery.
Some clubs take place at lunchtime to make it easier for pupils, including those with SEND, to attend. A series of educational visits support the curriculum and pupils' learning.
Leaders have identified the right priorities to improve the school further.
They have brought about huge improvements in all areas of the school. There is a strong focus on training staff, particularly in teaching and curriculum design. Staff's workload is well managed.
Subject leaders receive effective support and are given sufficient time to perform their role. There are regular opportunities for collaborative working. Governors care deeply about staff and pupils.
They use their expertise to support and challenge the headteacher robustly.
Safeguarding
The arrangements for safeguarding are effective.
Leaders and staff understand how to keep pupils safe.
They are aware of local risks. For example, they make sure pupils know how to stay safe around water and along busy roads. Staff notice signs that children might need help.
They report any concerns to leaders. Leaders access support for pupils from external agencies when needed. Records of concerns and the actions taken in response are highly detailed.
Leaders and staff maintain close working relationships with families. Pupils feel safe and are safe.
Leaders carry out checks to make sure that staff and pupils are safe to be around children.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a small number of subjects, especially French and music, the curriculum is less well delivered than in the vast majority because some staff lack confidence. Pupils' experiences are inconsistent. Leaders should continue with their planned programme of staff development to ensure these subjects meet the high standards seen within the rest of the curriculum.
• Pupils' knowledge and experience of faiths and cultures other than their own lack depth. They do not have sufficient opportunity to develop their understanding of other cultures. Leaders should continue to strengthen the range of wider cultural experiences that pupils receive.
