Hillside Specialist School and College

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leaders provide a personalised curriculum at Hillside School which, along with the creative teaching, enables pupils to thrive and make good progress from their starting points.

Staff ensure that classroom environments effectively support the needs of the pupils. Teachers' assessments identify pupils' sensory needs well. Interventions are planned by the school to support pupils to regulate their sensory needs, which in turn helps them to access learning.

New systems allow teachers to monitor the small steps of progress made by pupils. This information does not currently give leaders the whole-school picture of educational and personal pro...gress. Most teachers are skilled in the use of specific questions to deepen learning.

This is not consistent across all classrooms. Teachers and teaching assistants plan learning that both challenges and supports pupils. On occasion, learning is not closely matched to pupils' needs and as a result, time is not used effectively.

The acting headteacher, governors and the senior leadership team have continued to secure improvements. They have embedded a culture of self-improvement and developed leaders at all levels throughout the school. Pupils behave well, feel safe and are well supported by staff.

Staff create a welcoming and friendly environment from the moment that pupils arrive. Children in the early years make good progress through effective teaching. Children are well prepared for the next stage of their learning.

The post-16 college provision provides a personalised curriculum that prepares students well for the next phase in life. Independent skills are developed alongside qualifications and work skills. The previously high levels of persistent absence have reduced.

However, pupils' attendance remains below average.

Information about this school

The school is a specialist school that educates pupils with autism. Pupils must be referred through Lancashire local authority.

All pupils have an education, health and care plan for ASD. Most pupils are of White British heritage. A small proportion speak English as an additional language.

There are more boys than girls on roll. The proportion of disadvantaged pupils is slightly above the national average. No pupils attend any alternative provision.