Hillview Primary School

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About Hillview Primary School

Name Hillview Primary School
Website http://www.hillviewprimary.org
Ofsted Inspections
Headteacher Headteacher Helena Armstrong
Address Hillview Road, Hucclecote, Gloucester, GL3 3LH
Phone Number 01452616846
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 214
Local Authority Gloucestershire
Highlights from Latest Inspection


Hillview Primary School continues to be a good school.

What is it like to attend this school?

Pupils are happy and safe.

They are confident to share their worries with a member of staff if they need to. Parents and carers describe the school as having a 'family feel'. They value the care and education the school provides, including for the youngest children in the nursery, which is known as 'HEY'.

Pupils are eager to live up to the school's motto, 'be the best you can be'. They appreciate how the school celebrates their achievements. For example, pupils are named 'Star of the Week' or praised for producing 'golden writing'.

This helps them to take pride in their s...uccesses. Pupils enjoy earning points for their houses, named after the local surrounding hills of Gloucester. This builds their sense of belonging and teamwork.

The school has high expectations of pupils' behaviour and conduct. Most pupils live up to these expectations. Pupils are keen to learn and usually listen well to each other.

As a result, learning is rarely disrupted.

Pupils relish taking on responsibilities. Some pupils have roles as play leaders, or welcome younger children when they arrive in the mornings, for instance.

Other pupils have jobs in the classroom. These opportunities develop pupils' leadership skills. Pupils, of all ages, enjoy raising money for charity.

This develops their understanding of social responsibility.

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

Pupils follow a broad and ambitious curriculum. The school has sequenced the curriculum carefully, starting in the early years and leading to what pupils learn in Year 6.

For example, pupils use their earlier understanding of number when solving mathematical problems later. As a result, pupils usually build their knowledge and skills on what they already know and can do.

In most subjects, the school has identified the most important knowledge and skills that pupils should learn.

However, in some subjects, the school has not defined exactly what pupils should learn and when. For example, pupils learn about painting in art and design, but they do not improve their painting skills cumulatively over time. The lack of precision in some curriculums means that pupils do not deepen their knowledge in all subjects.

Mostly, teachers use assessment well to identify any misconceptions that pupils have and take steps to remedy these. However, in subjects without a precise curriculum in place, assessment is not used as effectively.

In most subjects, teachers have the subject knowledge they need.

Where teachers' subject knowledge is less secure, leaders have started to provide appropriate professional development. Across the curriculum, teaching presents information clearly and uses subject vocabulary well. In the Reception Year, there is a sharp focus on communication and language.

Consequently, pupils are well prepared for key stage 1 and beyond.

Pupils learn to read as soon as they join the school. They read books which carefully match the sounds they know.

Those pupils who need it receive the right support. Consequently, pupils learn to read accurately and fluently. The school fosters children's delight in stories and books beginning in the early years.

Older children enthuse about a range of texts and genres, including Greek mythology for example.

The school identifies accurately the needs of pupils with special educational needs and/or disabilities (SEND). Teachers make good use of the information they receive to meet pupils' needs.

As a result, the curriculum is adapted successfully for pupils with SEND.

Pupils learn how to be a good friend and how to reflect on their behaviour. They learn about different types of families and the importance of respecting each other.

The school provides effective support for pupils who need help to manage their behaviour or to attend school regularly.

Pupils follow a suitable personal, social and health education programme. Starting in the early years, children learn how to keep themselves physically and mentally healthy.

For example, pupils talk knowledgeably about how the 'daily mile' helps their bodies and their minds. Pupils gain an understanding of healthy relationships appropriate to their age. They learn how to keep themselves safe, including when online.

Pupils benefit from a wide range of activities beyond the classroom. They take part in clubs, such as netball, chess and model building. They enjoy watching each other perform in concerts or when giving speeches.

The school ensures that there are no barriers to pupils gaining wider experiences. It plans thoughtfully how all pupils can participate in community events or cultural experiences.

Governors understand the school's strengths and areas for development.

They hold leaders strongly to account for most areas of their work.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school has not identified the most important knowledge and skills that pupils should learn over time.

As a result, pupils do not acquire a depth of knowledge and understanding in these subjects. The school must ensure that each subject curriculum is planned precisely, so that pupils gain detailed subject-specific knowledge.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in May 2014.

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