Hilldene Primary School

Name Hilldene Primary School
Website http://www.hilldene.havering.sch.uk/
Ofsted Inspection Rating Good
Address Grange Road, Romford, RM3 7DU
Phone Number 01708342453
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 690 (53% boys 47% girls)
Number of Pupils per Teacher 19.7
Local Authority Havering
Percentage Free School Meals 24.4%
Percentage English is Not First Language 24.5%
Persisitent Absence 10.8%
Pupils with SEN Support 14.2%
Catchment Area Information Available Yes
Last Distance Offered Information Available No
Highlights from Latest Full Inspection
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

This is a much larger than average-sized primary school, with a similar number of boys and girls. Pupils can join the school at age three in the Nursery or at age four in Reception. If there are places available, the school also admits children into the Nursery when they are ‘rising’ three’s, that is when they will be three years of age in the preceding term to starting school. In January, 12 ‘rising threes’ joined the school, so they were in their third term in Nursery at the time of this inspection. The Nursery runs two half-day sessions, one in the morning and one in the afternoon. Children are enrolled on one or the other session. Pupils represent 18 ethnic groups, the largest of which is the White British, which makes up over two thirds of pupils on roll. Other White pupils represent about one tenth of the roll and Africans about one twentieth. Other groups are very small. One fifth of pupils speak English as an additional language. This is below the national average for similar schools. Nearly half of the pupils are in receipt of the government’s pupil premium grant. This proportion is much larger than the national average. In this school the funding is used to provide support for disadvantaged pupils, those in receipt of free school meals and children looked after by the local authority. The number of disabled pupils and those with special educational needs is above average. Mobility is quite high. In 2013/14, 10 pupils joined the school for the first time during Year 6. The school meets the government’s floor standards which set the minimum expectations for pupils’ attainment and progress in mathematics, reading and writing. The Havering Learning Support Group for children is based at Hilldene Primary School. It is a local authority resource for primary pupils in Havering with behavioural, emotional and social needs. It is managed as an integral part of the school provision and is line managed by the school’s leadership team. The aim is to enable a successful transition to secondary school. The school is also a member of the Harold Hill Cluster of primary and secondary schools who work in partnership to provide joint curriculum events including those for the more able, for example the annual Spelling Bee competition. In addition, the cluster provides training opportunities for Newly Qualified Teachers and holds joint staff and leadership training events. The headteacher position is shared by two co-headteachers: the previous full-time headteacher now working part time and the former deputy headteacher. This co-headship arrangement was secured by the governing body in September 2013 to respond to an emergency situation. The governing body is actively seeking to recruit a substantive headteacher to assume the full-time position from April/September 2015.

Summary of key findings for parents and pupils

This is a good school. Pupils’ achievement is in line with the national average. In 2014, more pupils at the end of Year 2 attained the expected standards of Level 2 in reading, writing and mathematics than in 2013. More pupils attained the higher Level 3 in reading, writing and mathematics. A greater number of pupils attained Level 4 at the end of Year 6 in reading and mathematics than in 2013. There was no change in the number of pupils attaining Level 4 in writing. There was a small drop in the number of more-able pupils attaining the higher Level 5 in writing. More pupils than the national average made expected progress, and more than expected progress, in reading and mathematics. But fewer did so in writing. Though in small measures, over the last five years pupils have made steady and consistent progress at a faster rate than the national average in reading and mathematics. Average progress has been made in writing. Current pupils are making good progress and are on track to achieve well in 2015. Teaching is mostly good and some of it is outstanding. This enables pupils to continue to make steady progress, especially in reading and mathematics. Senior and middle leaders and governors monitor teaching and learning regularly and effectively. As a result the quality of teaching is improving fast. It needs to improve more rapidly in writing. Pupils’ behaviour in and around school is good. Pupils are particularly courteous towards visitors. Pupils are safe in this school because managers have good systems in place to make sure that pupils stay safe while on school premises. Governors, school leaders and staff care deeply about the welfare of the children in this school. The pastoral care they provide is unique. As a result, the large number of pupils with special educational needs thrive here and do well. Education in Nursery and Reception is good. Pupils develop rapidly here and are well prepared to move to Year 1 at the end of Reception. It is not yet an outstanding school because: Pupils’ achievement in writing is not good as it is in reading and mathematics because the teaching of writing is less effective. All ability groups need to improve the quality of their written work. Teachers do not have as high expectations of pupils’ work in writing as they do in reading and mathematics. Written feedback to pupils about their work is inconsistent. Pupils do not always get clear enough guidance on how to improve their work.