Hiltingbury Infant School

Inspection of Hiltingbury Infant School Hiltingbury Road, Chandler’s Ford, Eastleigh, Hampshire SO53 5NP

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Inspection dates: 12 and 13 September 2023

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Outstanding

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Overall effectiveness Outstanding

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since January 2016. The school received an ungraded inspection under section 8 of the Act on 29 and 30 September 2021. 12 and 13 September 2023

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What is it like to attend this school?

Pupils receive a truly excellent start to their education in every aspect of school life. The school focuses on building strong relationships with pupils and their families from the outset. Staff get to know pupils quickly and show pupils great warmth and care.

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What is it like to attend this school?

The school is extremely ambitious for what all pupils can achieve and learn. From the first day in the Reception Year, teachers build pupils’ learning very carefully so that pupils achieve highly in all subjects.

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What is it like to attend this school?

Pupils’ behaviour is exemplary. They clearly strive to fulfil the school’s motto of ‘Learning, Caring and Achieving Together’. Pupils of all ages are well mannered and show high levels of respect and self-control. Pupils learn how to be part of a caring community, which includes pupils from diverse backgrounds and pupils with complex needs.

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What is it like to attend this school?

All of this leads to an incredibly positive atmosphere in which pupils thrive both academically and pastorally. Parents are overwhelmingly happy with the school’s provision. They know that their children are happy, safe and attend a school where they will really flourish.

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better?

The school has a relentless approach to giving its pupils a high-quality education. Staff build a comprehensive picture of each child, ensuring that the correct provision is in place from day one. This in turn ensures that highly effective learning starts immediately for all pupils. This learning continues through their time at school. As such, pupils achieve very highly by the time they leave at the end of key stage 1.

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better?

Determined staff ensure that pupils learn to read well and with great enthusiasm. The teaching of phonics is precise and accurate. If any pupils struggle to read with fluency, staff waste no time in giving them highly effective extra support. This enables these pupils to catch up rapidly when needed. Teachers make sure that the books pupils read are well matched to their reading ability. Story time is a cherished part of every day. Pupils listen eagerly to the very well-chosen texts.

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better?

All other subjects are equally very well delivered. The school constructs the curriculum in each subject carefully. The curriculum details the precise knowledge, skills and vocabulary for pupils to learn. Teachers check what pupils have learned meticulously and use this information to prepare future lessons. Pupils remember and build on prior learning effectively. Pupils learn early mathematics exceptionally well. In wider curriculum subjects, such as geography, art and religious education, the curriculum enhances pupils’ knowledge and skills greatly. Pupils’ strong engagement in lessons, the high-quality work they produce and their later recall of the knowledge they acquire demonstrate how deeply they learn. Pupils from 12 and 13 September 2023

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disadvantaged backgrounds and those with special educational needs and/or disabilities are given every opportunity to succeed, and their progress is excellent.

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Pupils’ attitudes to their work are superb. Teachers use the ‘Hiltingbury Heroes’ characters to encourage all pupils to live up to the school’s values of, for example, being a team player, a creative thinker or a reflective learner. All pupils demonstrate a desire to achieve and celebrate these life skills. If pupils find it harder to control their behaviour, adults’ effective care and support helps them to make long-term improvements. Pupils’ attendance and punctuality are very strong. While persistent absence is very low overall, the school is rightly working effectively to improve the attendance of some pupils who could attend school more often than they currently do.

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Equality, diversity and acceptance of others’ needs and backgrounds are central aspects of pupils’ positive attitudes towards all. The ‘All About Me’ project at the start of year gives every pupil the chance to celebrate the similarities and differences between each other. Pupils develop an excellent, age-appropriate understanding of how to keep themselves safe. Pupils have access to a wide range of clubs and curriculum trips to develop their experiences, from which disadvantaged pupils benefit greatly.

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The school exudes teamwork. Everyone knows the part that they play. All staff receive excellent, well-considered opportunities to develop their careers as individuals and as a team. This develops a genuine drive to raise performance even further. This level of ambition does not go unnoticed by parents. For example, one parent, reflecting the views of many others, said: ‘My son has excelled since he started here. The teachers have been absolutely amazing. He loves coming to school.’

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school. 12 and 13 September 2023

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In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 12 and 13 September 2023

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School details

Appropriate authority The governing body

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School details

Website www.hiltingbury-inf.hants.sch.uk

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School details

Dates of previous inspection 29 and 30 September 2021, under section 8 of the Education Act 2005

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Information about this school

 The school shares an additional resource provision with Hiltingbury Junior School for pupils with speech, language and communication difficulties.  The school does not currently use any alternative provision.  The school runs its own wraparound childcare both before and after school.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics, geography and art and design. For each deep dive, inspectors discussed the 12 and 13 September 2023

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curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors met with the headteacher, deputy headteacher and other leaders, members of the governing board and a representative of the local authority.  The inspectors reviewed the arrangements for safeguarding by scrutinising safeguarding records, interviewing staff, and through discussions with pupils.  The inspectors reviewed a range of the school’s documentation, including self- evaluation reports, minutes of local governing body meetings and behaviour incident logs.  The inspectors considered the views of parents shared through Ofsted Parent View, and an inspector also talked with parents on the morning of the first day of inspection.  The views of staff were gathered through surveys, interviews and discussions conducted throughout the inspection.

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 Inspectors gathered pupils’ views throughout the inspection, including during classroom visits, as well as at playtimes and lunchtime.

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Inspection team

Chris Parker, lead inspector His Majesty’s Inspector

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Inspection team

Stuart Edwards Ofsted Inspector 12 and 13 September 2023

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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