Hilton Primary Academy

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About Hilton Primary Academy

Name Hilton Primary Academy
Website https://hpa.northerneducationtrust.org/
Ofsted Inspections
Mr Andrew Cowan
Address Hilton Avenue, Blakelaw, Newcastle-upon-Tyne, NE5 3RN
Phone Number 01912869297
Phase Academy
Type Academy sponsor led
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 435
Local Authority Newcastle upon Tyne
Highlights from Latest Inspection


There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

The school's next inspection will be a graded inspection.

The headteacher of this school is Andrew Cowan. This school is part of Northern Education Trust, which means that other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer, Rob Tarn, and overseen by a board of trustees, chaired by Mark Sanders. There is also a senior executive principal, Deb Murphy, wh...o is responsible for this school.

What is it like to attend this school?

Pupils' daily experiences at Hilton Primary Academy are built on a culture of celebration.

Leaders ensure that pupils' achievements and successes are recognised. This recognition ranges from applause moments in lessons to certificates awarded in weekly assembly. Pupils are rewarded for their efforts in mathematics, reading and attendance, among others.

Individual pieces of impressive work are celebrated weekly in 'proud', where pupils are personally rewarded and congratulated by staff. Pupils are invested in their own success and that of their peers. This culture of celebration means that pupils develop in confidence and are keen to aim high.

Adults have high expectations of pupils' conduct and achievement. Pupils enjoy working hard to meet these expectations. Even the youngest children understand the expectations to listen and follow clear routines.

Pupils understand what bullying is. They explain it would not be tolerated in school. Pupils are confident that adults in school will help them and keep them safe.

Pupils learn important lessons about equality and difference. They explain that everyone is treated fairly in school and that they are all unique. Pupils enjoy the opportunities they get to follow their interests.

The clubs they can do in school are often based on their opinions or requests, for example cookery and boxing.

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

The school provides a curriculum that is designed to prepare students for life beyond Hilton Primary Academy. The curriculum identifies important knowledge that pupils will learn to make sure they are equipped to be successful.

Leaders have mapped out this knowledge precisely, across subjects, so that pupils can build knowledge confidently and securely. This ambitious content is enriched by memorable moments that bring the curriculum to life for pupils. These include visits to Beamish, video calls with authors and a science and engineering fair.

The school has ensured that reading is woven seamlessly through pupils' daily experiences. Pupils are enthused about reading. They talk with excitement about the books that they love.

They enjoy ticking off different genres that they have read in their reading passports. Books are prevalent throughout school and pupils take advantage of this. Pupils choose stories to take outside with them at breaktime.

Parents are regularly invited in to read stories with their children.

The school has introduced a new phonics scheme. Pupils build up their phonics knowledge steadily.

They read books that are matched to the sounds that they know. Some staff teach phonics more effectively than others.

Across the curriculum, the school has a clear lesson structure in place that teachers use consistently.

They use high-quality modelling first and then support pupils to attempt tasks independently. This is particularly true in mathematics. Pupils recognise familiar routines in lessons, including moving from guided discussions to tackling problems on their own.

Challenge tasks and targeted adult support in lessons mean that all pupils can succeed from their own starting points. The school uses assessment effectively to identify gaps for pupils and guide future teaching.

Pupils with special educational needs and/or disabilities (SEND) are included in all aspects of school life.

Adults ensure that pupils with SEND have the support that they need to succeed. Staff understand the needs of pupils well. Staff focus on building the independence of pupils with SEND so that they are prepared for their next steps.

Pupils behave well in school. They are attentive and engaged in lessons. Pupils respond well to the high expectations of staff.

Pupils of all ages attend exceptionally well. The school ensures that pupils and parents understand the importance of attending school regularly. High attendance is emphasised and celebrated in school.

The 'child-centred' ethos of the school means that the wider development of pupils is carefully considered. Leaders want to ensure that all pupils, from all backgrounds, have access to enriching experiences. These experiences are woven through the curriculum that pupils learn, but also encompass a range of wider projects for groups of pupils.

Pupils are involved in projects working with poets, artists and photographers to produce pieces of art about their local area. The school ensures that pupils learn about a wide range of careers so that they are aspirational for their futures.

Staff are proud to be members of this school community.

They are committed to providing pupils with the best start in life. Staff value the support and development opportunities that the trust provides them with. Staff are confident that leaders consider their workload and well-being.

Staff say that leaders listen to their opinions and support them well.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not all staff deliver phonics with the same level of expertise.

This means that some pupils are not benefiting from the most effective support when learning to read. Leaders should ensure that all staff have sufficient training to deliver phonics to the same high standard.


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

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 first ungraded inspection since we judged the school to be outstanding in June 2018.

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