Viewley Hill Academy


Name Viewley Hill Academy
Website http://www.viewleyhillacademy.co.uk
Ofsted Inspection Rating Good
Inspection Date 17 May 2011
Address Andover Way, Hemlington, Middlesbrough, TS8 9HL
Phone Number 01642591053
Type Academy
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 275 (51% boys 49% girls)
Number of Pupils per Teacher 19.0
Academy Sponsor Viewley Hill Academy
Local Authority Middlesbrough
Percentage Free School Meals 43.8%
Percentage English is Not First Language 0.7%
Persisitent Absence 6.1%
Pupils with SEN Support 13.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Viewley Hill School is of average size and is situated to the south of Middlesbrough town centre. Nearly all pupils are from White British backgrounds, with a very small number who speak English as an additional language. The proportion of pupils known to be eligible for free school meals is well above average. The proportion of learners with special educational needs and/or disabilities is average. A daily breakfast club is provided in school. Childcare and other family services can be accessed through the Sure Start Centre that shares the school site.

Main findings

This is a good school. The headteacher is central to its success and she is well supported by a team of staff who are committed to providing care and support of the highest quality. There is a strong sense of community within this highly inclusive school, where excellent partnerships contribute significantly to pupils’ learning and well-being. The comment of one parent reflects the views of many when they said, ’All the staff go above and beyond for each individual child.’ Children get off to a good start in the Nursery and Reception classes, enjoying the varied activities that staff plan. However, some activities, particularly those provided outdoors are not resourced sufficiently to extend children’s play, therefore interest is fleeting and the pace of learning slows. Pupils make good progress from their respective starting points when they enter Year 1 and their attainment is broadly average by Year 6. Although outcomes in mathematics are now close to those seen nationally, they are weaker than in English. Leaders have taken decisive action to bring about improvement in this subject with some evidence of success. A number of developments are still at an early stage of their implementation and it is too early to gauge their full impact on pupils’ performance. Strong relationships contribute to good behaviour in lessons and positive attitudes to learning. Teachers plan a wide range of activities that reflect real-life contexts. This leads to high levels of engagement and contributes significantly to pupils’ enjoyment of school and their preparation for future citizenship. In literacy lessons teaching often builds well on prior learning and where it is most effective pupils have a good understanding of their next steps in learning and are encouraged to evaluate and improve their work in lessons. However, these approaches are not used consistently by all teachers and they are less well developed in mathematics. The curriculum is well planned. It promotes pupils’ academic and personal development well, and raises their aspirations for the future. Pupils’ varied skills and talents are recognised and nurtured, and those pupils that are vulnerable due to their circumstances receive the support they need to enable them to benefit fully from the opportunities provided by the school. Pupils say they feel extremely safe and have absolute confidence that adults will provide them with the help and advice they need. They are rightly proud of their school and the significant contribution they make to its success. The work that they do to improve the environment and to enrich the lives of others is exemplary, and is highly regarded by members of the local community. Leaders and governors have a good understanding of the school’s strengths and areas for development. There is a strong commitment to continuous improvement and a drive to learn with and from others. Leaders take an active role in seeking new partnerships to inform and support their work. For these reasons, the school has good capacity to continue to build upon its many successes.