Ofsted conducted a short inspection of Hilltop School on May 3, 2019, and the findings indicate that the school continues to maintain a good standard of education. The leadership team, under the headteacher's guidance, has worked diligently to uphold the quality of education since the last inspection in January 2012. The headteacher's commitment to ensuring the best outcomes for every child is evident, and this dedication is shared by governors and senior leaders. Pupils demonstrate a strong work ethic in lessons, showing determination to complete tasks despite challenges, largely due to the engaging learning activities planned by teachers.
The inspection highlighted that previous areas for improvement, such as attendance and the quality of teaching, have been effectively addressed. Attendance has improved significantly, with most absences now attributed to illness. Teaching assistants are well-informed about pupils' targets and provide effective support, contributing to the overall positive learning environment. Regular feedback is provided to pupils, and teachers adjust tasks based on individual efforts, although there are instances where some pupils could benefit from more challenging work.
The leadership team conducts termly meetings with class teachers to review pupil progress and identify additional support needs. While most pupils make good progress in English and mathematics, there are inconsistencies in how some staff record and track this progress. The curriculum is adapted to meet the diverse needs of pupils, with classes organized by age and ability. The establishment of early years classes at a local primary school has further enhanced the quality of education for younger pupils.
Parents and carers express high levels of satisfaction with the school, noting significant improvements in their children's behavior and independence since attending Hilltop. They appreciate the school's focus on community engagement and the support provided by the interventions team. Governors are actively involved in school improvement efforts and are committed to enhancing resources and facilities.
Safeguarding measures are robust, with effective arrangements in place to protect pupils. Staff are well-trained in safeguarding practices, and the interventions team collaborates with families and external agencies to ensure pupil safety. The inspection findings indicate that the interventions team plays a crucial role in supporting pupils' progress, particularly in behavior and communication skills.
Pupils in the early years make notable progress, especially in communication and interaction, thanks to skilled staff who encourage children to express their needs. While pupils generally show high engagement levels in lessons, some, particularly those with autism spectrum disorder, may require additional support to foster independence. Writing skills have been identified as an area for development, and leaders are implementing plans to address this.
Students in the 14 to 19 department are well-prepared for their future endeavors, with a curriculum focused on practical skills and independence. The effective use of additional funding has enhanced support for disadvantaged pupils, ensuring they receive the necessary assistance to succeed. Overall, the school is encouraged to continue developing challenging learning tasks, improving writing skills, and enhancing support for pupils with autism spectrum disorder to further strengthen its educational offerings.
