Hillary Primary School, located in Walsall, West Midlands, underwent an inspection on June 20 and 21, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also marked as requiring improvement. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision. The previous inspection in January 2018 had rated the school as good.
The school community, including leaders and pupils, shares high aspirations, and there has been a notable shift in culture and expectations. Pupils are aware of and adhere to the values promoted by the school, which include respect, reflection, reciprocity, resourcefulness, and resilience. Feedback from parents indicates that teachers are kind and caring, and pupils express a love for learning at the school.
Leaders have worked to create a broad and ambitious curriculum that covers a variety of subjects. However, some subjects are not as fully developed as others, leading to inconsistencies in pupil achievement. While current learning is improving, there is a need for all subject leaders to consistently develop their respective subjects to ensure that all pupils achieve their potential.
Pupils exhibit respectful and positive behavior, although a minority may become distracted in some lessons. Staff are attentive to the needs of these pupils and respond effectively to any behavioral issues. The emphasis on personal development is strong, with opportunities for pupils to take on leadership roles and participate in enrichment activities such as sports and music.
Significant changes in leadership have occurred since the last inspection, with leaders actively reviewing and designing a curriculum that is ambitious for all pupils, including those with special educational needs and disabilities. Many staff members are new to the school or have recently changed their roles, which has resulted in some subject leaders still developing their expertise. While some leaders effectively evaluate their subjects, this practice is not consistent across the board.
Positive relationships among teachers, pupils, and parents contribute to a supportive learning environment. Early years pupils receive a strong start, with leaders fostering curiosity and a love for learning. Most teachers possess secure subject knowledge, and some effectively check pupils' understanding. However, in certain subjects, regular checks on pupil retention of knowledge are lacking, leading to gaps in understanding.
Leaders are proactive in identifying pupils who may need additional support, ensuring that all pupils follow the same curriculum. Some pupils with specific needs receive effective teaching in a separate setting. The school has implemented a structured approach to phonics teaching, helping pupils learn essential literacy skills. However, not all pupils read regularly at home, which affects their progress.
Attendance remains a challenge, with a significant number of pupils missing school unnecessarily, hindering their learning. Leaders are encouraged to engage further with pupils and parents to improve attendance rates. The school promotes personal development effectively, with pupils learning about healthy relationships and expressing their opinions about the school.
Governance has seen improvements, but governors still need a clearer understanding of their roles to provide adequate support and challenge to school leaders. Safeguarding arrangements are effective, with a strong culture of safety embedded within the school. Leaders are knowledgeable about the local context and work swiftly to support pupils and families in need.
In summary, while Hillary Primary School has made strides in several areas, it faces challenges in ensuring consistent curriculum development, improving attendance, and enhancing governance. Continued efforts are necessary to address these issues and support the school's growth and improvement.
