The Hills Academy, located in Bedford, Bedfordshire, was inspected from February 5 to February 6, 2020, and received an overall effectiveness rating of good. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good. This was the school's first inspection under section five of the Education Act 2005, as it had not been previously inspected.
Pupils at The Hills Academy demonstrate positive behavior both in lessons and throughout the school. They engage actively in sharing ideas and collaborating with one another, reflecting a supportive community where students feel encouraged to help each other. Teachers maintain high expectations, which fosters a productive learning environment where most pupils are focused and respectful during lessons. The school offers a variety of extracurricular activities, including tennis, recorders, and debating, which contribute to the development of confident individuals. Swimming is a key focus, with nearly all pupils learning to swim, and many also take up musical instruments. Enrichment activities, such as trips to Bletchley Park and residential excursions to Norfolk and France, enhance the educational experience. Pupils also take on responsibilities, such as being school councillors or reading with younger children, which helps them appreciate their roles within the school community.
The school prioritizes the emotional well-being of its pupils, ensuring they feel safe and supported. Instances of bullying are reported to be rare, and pupils express confidence in the staff's ability to address any issues that arise. The mutual respect between staff and pupils is evident, contributing to a positive school culture. Feedback from parents and carers is overwhelmingly supportive, highlighting the school's effectiveness in meeting the needs of its students.
While the school has many strengths, there are areas for improvement. Leaders and staff are committed to ensuring all pupils achieve well. In subjects such as mathematics, computing, physical education, and personal, social, and health education, the curriculum is well-planned and ambitious. However, in some subjects, such as history and geography, pupils struggle to retain knowledge and make connections between lessons. Leaders recognize the need to revise curriculum plans in these areas to enhance long-term learning and retention of key concepts.
Additionally, there is a need for greater support for curriculum leaders to develop effective long-term plans. Some subjects lack coherence, leading to gaps in pupils' knowledge and understanding. The school is actively working to address these issues, with a focus on improving the quality of teaching and learning across all subjects.
Reading is a priority at The Hills Academy, with a structured phonics program in place that helps pupils develop their reading skills. Teachers are clear about the expectations for reading proficiency at the end of each term, and additional support is provided for those who may be falling behind.
The early years provision is strong, with children in Nursery and Reception settling in well and engaging in a variety of learning activities. The classrooms and outdoor areas are designed to promote learning across the curriculum, and staff effectively support the development of early reading and mathematics skills.
Overall, The Hills Academy is a welcoming and inclusive school that prepares its pupils for life in modern Britain. The governing body is effective, holding leaders accountable and supporting staff well-being. The school is on a positive trajectory, with leaders actively working to enhance the curriculum and ensure all pupils achieve their full potential.
