Hillside Avenue Primary and Nursery School, Thorpe

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About Hillside Avenue Primary and Nursery School, Thorpe

Name Hillside Avenue Primary and Nursery School, Thorpe
Website http://www.hillsideavenue.org/
Ofsted Inspections
Headteacher Mr Andrew Howard
Address Hillside Avenue, Thorpe St Andrew, Norwich, NR7 0QW
Phone Number 01603433453
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 420
Local Authority Norfolk
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Hillside Avenue are happy and well behaved. They make sure that any newcomers are made welcome. Children settle quickly into Nursery and Reception.

Pupils have lots of opportunities to develop their confidence and language skills from the very start. Leaders have high expectations of pupils to work hard, and they do. Pupils enjoy learning.

They are well prepared for the next stage of their education.

Pupils have lots of opportunities to be physically active, leaders have encouraged this along with a focus on positive mental health. Pupils are musical, many play an instrument and are part of the band.

Pupils are very proud of the different r...esponsibilities they have as they move through the school, such as being play leaders and helping organise playtime.

Staff have taught the pupils how to keep themselves safe. For example, currently moving safely through the areas of the building that are part of a major renovation.

Bullying is rare but, when it does happen, pupils are confident that adults help them.

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

Leaders have planned out the core knowledge and skills that will be taught year on year. Teachers are skilled at ensuring that pupils' learning is well sequenced and that lessons build on what has come before.

Staff in Nursery and Reception are skilled at planning activities that support children's learning effectively.

However, in some subjects, important knowledge and vocabulary could be more clearly mapped out. Where this is the case, teachers do not always know how what they teach links to pupils' previous or future learning.

Where subject leaders have had time to check on teaching and work with colleagues, their curriculum plans are more detailed. The use of vocabulary is a current focus. In some subjects, teachers make more use of subject specific words than in others.

Leaders place great emphasis on ensuring that staff access high-quality professional development. Teachers value working together to trial new classroom practice. They feel well supported by senior leaders.

Across the school, staff prioritise reading. Children in the early years start to recognise sounds and are introduced to stories from the start. Teachers check on their pupils' phonics knowledge frequently and adjust teaching groups as a result.

Staff are confident about teaching phonics and use the same approach when teaching spelling. Pupils have a wide range of books to choose from. Staff have carefully matched books to pupils' reading standard.

Pupils at risk of falling behind have specialist additional support to help them keep up.

Pupils with special educational needs and/or disabilities (SEND) are supported well within their classes. Teachers adapt activities appropriately, so that pupils with SEND can make progress.

Leaders' identification of pupils' needs is accurate. Their planning for staff to help meet pupils' needs is of a high standard.

Pupils' personal development is enhanced by many aspects of the school's work.

The curriculum helps pupils to enhance their mental health. Leaders have carefully planned out what wider opportunities, such as residentials and volunteer work, pupils will experience as they move through the school. Assemblies encourage pupils to reflect and learn about different ways of living.

Pupils are well behaved, polite, and work hard.

Leaders from the newly merged multi-academy trust know the school well. They work closely with senior leaders to help them continue the journey of improvement.

Members of the local governing body provide a balance of support and challenge. Trustees and governors understand and perform their statutory duties well.


The arrangements for safeguarding are effective.

Leaders ensure that staff are well trained. They check on staff's understanding of safeguarding regularly and provide regular updates on key issues. As a result, staff are skilled at identifying any risks that pupils may be facing.

Record keeping is highly comprehensive. Staff look for links between behaviour, safeguarding, attendance and any other parental contact. This means that any unusual patterns are quickly spotted.

Leaders work closely with parents and other agencies to support families where needed.

Pupils learn how to keep themselves safe. They are very clear on what they need to do when accessing the internet to lessen any risks.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum plans in some subjects do not always identify precisely enough the knowledge, vocabulary, and skills that pupils should learn at different times. This means teachers are not always as clear about what learning should take place and in what order. Leaders need to ensure that all elements of the planned curriculum, including vocabulary, are clearly mapped at an appropriate timescale from Nursery through to Year 6.

• Some subject leaders have not had the opportunity to evaluate how effectively their subjects are taught. As a result, they have not been able to improve the quality of education in their subjects. Senior leaders need to ensure that subject leaders have the time and training needed to provide the guidance and support needed for teachers to implement the planned curriculum in each subject well.

Also at this postcode
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