Hillcross Primary School

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About Hillcross Primary School

Name Hillcross Primary School
Website http://www.hillcross.merton.sch.uk
Ofsted Inspections
Headteacher Mrs Lisa Francis
Address Ashridge Way, Morden, SM4 4EE
Phone Number 02085426936
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 479 (51.1% boys 48.9% girls)
Number of Pupils per Teacher 20.9
Local Authority Merton
Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher, ably supported by the leadership team, is rightly focusing on improving pupils' rates of progress.

The leadership team, including governors, has a clear understanding of what needs to be done to further improve the school. Leaders ensure that the curriculum fosters the school's core values. Pupils respect themselves and others and are well prepared for life in modern Britain.

Pupils are confident and articulate. They are keen to discuss their learning. Pupils feel safe in school.

They know that adults will help them should they have any concerns. Pupils behave well and are eager to learn. There is a strong sense ...of harmony and respect in this community.

Most pupils currently in the school are making good or improving progress from their starting points in English and mathematics. Leaders have implemented well-targeted and effective training for teachers. As a result, teaching is good.

The majority of parents and carers are positive about the school and appreciate how staff help their children learn well. Middle leaders are passionate and creative. They benefit from the range of development and training opportunities provided for them.

The curriculum is enhanced by trips, visitors to the school, assemblies and extra-curricular clubs. As a result, pupils enjoy their learning. The early years provision enables children to make a good start to their education.

The early years curriculum is well designed and ensures that children are ready for Year 1. Teaching and learning of English and mathematics are good and improving because : leaders are making effective checks and providing useful training. Although pupils are getting increasingly frequent opportunities to practise their problem-solving skills in mathematics, there are fewer opportunities for pupils to practise their reasoning skills.

Pupils' progress in the wider curriculum is not closely monitored by leaders. As a result, there are variations in the rates of progress that pupils make in subjects other than English and mathematics. Leaders monitor the progress of most groups of pupils effectively.

However, the progress of the most able pupils is not carefully analysed. This contributes to the most able not making consistently good progress.

Information about this school

The school is larger than the average-sized primary school.

Most pupils attending this school are from White British backgrounds. The proportion of pupils who speak English as an additional language is above the national average. The large majority of these pupils speak English fluently.

The proportion of disadvantaged pupils is below the national average. The proportion of pupils who have support for SEN and/or disabilities is above average. The school meets the current floor standards, which are the minimum expectations set by the government for pupils' attainment and progress in reading, writing and mathematics.