Hill Park School

Hill Park School

Address: Foredown Road, Portslade, Brighton, East Sussex, BN41 2FU Unique reference number (URN): 114687

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils develop the essential skills and knowledge they need over time. They make sustained progress from their starting points. Pupils meet their individual targets. This helps them to deepen their learning through their own personalised curriculum. Pupils build on their prior learning in a meaningful and sustained way. They meet ambitious developmental goals over time. This provides them with essential skills for independence.

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Achievement Strong standard

Pupils are very well prepared for their next stages. They develop the essential skills of communication they need. This supports their autonomy and personal resilience. Pupils develop English and mathematical knowledge in line with their own needs. This helps them to access the wider curriculum effectively. The vast majority of pupils achieve ambitious qualifications in these crucial subjects.

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Achievement Strong standard

Pupils achieve very well. All of them leave with a number of appropriate qualifications. The school has the highest ambitions for all pupils and ensures they produce high-quality work across the curriculum. Pupils move on to appropriate higher study and are successful in their next steps.

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Attendance and behaviour Strong standard

Pupils attend very well. This has improved sharply in a relatively short period of time. An increasing number of pupils arrive at the school with a history of low attendance. Their attendance improves significantly from their starting points. Leaders have well-established systems to swiftly identify pupils who need additional help to attend well. This approach is carefully tailored to individual pupils and their families. This contributes positively to pupils’ sense of belonging and willingness to attend.

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Attendance and behaviour Strong standard

Staff have warm and caring relationships with pupils. This helps pupils to behave very well. They trust staff and work very positively with them. Staff have a detailed understanding of pupils’ needs. They provide them with the help they need to manage their own behaviour. Pupils have a range of strategies to help them self-regulate. They use these confidently with effective support from staff. As a result, pupils enjoy learning. This contributes to the lively and purposeful atmosphere throughout the school. Pupils say that bullying does sometimes occur. However, they know staff will deal with any issues quickly. Leaders check incidents carefully. They respond swiftly to provide pupils with the help they need to feel safe and behave well.

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Curriculum and teaching Strong standard

Leaders have a precise understanding of the quality of teaching within the school and the impact of the curriculum. They use this effectively to plan the ongoing training staff receive. Leaders have designed an ambitious curriculum. Staff match this skilfully to pupils' individual targets, personalising the curriculum for each pupil. Teachers accurately identify the individual skills and knowledge that pupils need to learn next. As a result, pupils work towards ambitious outcomes and meet their own developmental targets. Teachers are expert in meeting the needs of pupils. They match activities precisely to their specific needs. Staff rightly prioritise developing pupils' essential communication skills. They use individual communication strategies consistently well. This helps all pupils to engage with learning in a meaningful way. The school also ensures that pupils have the help they need to improve their written communication. The school has selected an appropriate

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Curriculum and teaching Strong standard

scheme for the teaching of phonics. Staff skilfully teach this according to pupils' individual needs.

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Curriculum and teaching Strong standard

Teachers make detailed checks on pupils’ understanding. They review their progress carefully against their individual targets. They use this information to plan pupils’ future learning. This helps pupils to learn the skills and knowledge they need over time.

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Early years Strong standard

The school has a clear and ambitious vision for children in early years. Highly effective transition processes help ensure that children, their parents and carers are ready to join the school community. Teachers forge meaningful relationships that help children to settle and be successful. They establish pupils' care needs swiftly and accommodate them skilfully. The school has designed a deeply ambitious curriculum. This provides children with the skills and knowledge they need. The environment is carefully designed to support and enhance the curriculum. Through meticulous and regular assessment, staff plan next steps for individual children. They adapt the curriculum promptly so that pupils have their needs well met.

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Early years Strong standard

Staff respond swiftly to address any gaps following their careful checks of children's understanding. They model language skilfully to encourage independence in communication. This helps pupils to express their wants and needs confidently. Teachers ensure that children learn the essential sounds and letters they need to become confident readers. They adapt phonics lessons carefully to match children's often limited starting points. The attention staff pay to children’s individual profiles means that they make highly effective choices about what and how to teach. This results in deeply established daily routines and high-quality interactions. Consequently, children progress quickly in all areas of learning. They have a very positive start to their life in school.

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Inclusion Strong standard

The school is highly inclusive. All pupils have the support they need to thrive. For many families, this is life changing. The school has high-quality processes to identify pupils’ complex needs. This begins with highly effective assessments. Staff use this knowledge to design a high-quality personalised curriculum for every pupil. Leaders have clear oversight of pupils’ progress. They monitor this progress carefully. They use this information to ensure that the support pupils have in the classroom is bespoke and effective.

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Inclusion Strong standard

Leaders have similarly detailed understanding of other challenges that pupils may face. They use this knowledge skilfully. Leaders have designed an ambitious strategy to support disadvantaged pupils. This ensures they benefit from all aspects of the school's work. The school precisely identifies the additional barriers that pupils known to social care may face. Leaders and staff work closely with external agencies to give these pupils the help they need to flourish. Staff benefit from high-quality training. This gives them detailed understanding of pupils’ needs and how best to address them. It also helps them to apply the school's approaches consistently well. The school works closely with a range of local schools to share their expertise and develop best practice across the city. Other leaders value this support highly. They identify the significant impact it has for pupils beyond the school.

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Leadership and governance Strong standard

Leaders have the highest aspirations for pupils. They make well-informed decisions to provide pupils with a range of high-quality education and support. Parents and carers are effusive in their praise about the difference the school makes to their own and their children's lives. Leaders communicate their high ambition effectively through a robust school improvement plan that accurately identifies key priorities for development. Staff have a detailed understanding of these priorities and share the same high ambition as leaders.

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Leadership and governance Strong standard

Governors are passionate about the school and their work. They have well-designed processes that help them to build a precise understanding of the school. They have meaningful professional relationships with leaders. This helps them to ask challenging questions but also to support leaders when required. Governors undertake their statutory duties diligently. They have detailed oversight of how the school utilises additional funding. They work positively with leaders to ensure disadvantaged pupils achieve well.

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Leadership and governance Strong standard

Staff feel well supported by leaders. They feel that they have a clear voice and that leaders work in their best interests. Staff report that leaders consider their workload and wellbeing sensitively. Leaders provide staff with the help they need to manage this carefully. The school has an extensive professional learning offer. This helps staff to develop their understanding of the needs of pupils and to refine their own practice. Leaders have managed the school's recent significant expansion thoughtfully. They ensure that more pupils benefit from the school's excellent work.

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Personal development and wellbeing Strong standard

The school curriculum extends far beyond the classroom. It gives pupils the essential knowledge and qualities they need to be successful when they leave school. The school has ensured there is a high-quality personal social and health education (PSHE) programme. Staff match this carefully to pupils' needs. They use their deep relationships with families to adapt the curriculum as needed to address issues as they arise. Pupils have detailed knowledge of their learning in PSHE in line with their needs. They have a clear understanding of how to stay safe online and understand the risks they may face. They speak confidently about this. The school helps them to understand key concepts, such as democracy, through practical activities like selecting the school council.

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Personal development and wellbeing Strong standard

Leaders ensure that pupils benefit from high-quality trips and visits. These activities help pupils to develop their resilience and confidence in different contexts. Leaders adapt these activities precisely to meet the complex needs of all pupils, ensuring that all pupils benefit from these exciting opportunities. Pupils have high aspirations. Leaders are careful to ensure pupils have access to appropriate clubs and experiences. These activities are very well designed to break down significant barriers to participation and support pupils' progress towards their ambitions. Pupils are kind and tolerant. They consider views that differ to their own respectfully. Pupils are helpful and supportive of each other. The school helps them to develop their understanding of difference further, for example through well-planned trips to local places of worship. The school has a well-designed careers programme. High-quality careers guidance

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Personal development and wellbeing Strong standard

ensures pupils are fully aware of the opportunities available to them. Pupils also benefit from meaningful opportunities to experience the world of work. This includes work experience matched carefully to pupils' needs. Pupils are excited about their next steps. They feel the school has prepared them very well for the future.

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What it's like to be a pupil at this school

Pupils love their time at Hill Park. This is evident in the warm smiles and greetings they share with staff when they arrive at school. It is also clear in pupils’ excellent attendance. Pupils often arrive with previously low attendance rates. This improves sharply over time. Pupils have warm and caring relationships with staff. They work closely with trusted adults to manage their emotions and address any concerns they may have. This helps pupils to feel safe and happy in school.

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What it's like to be a pupil at this school

Pupils behave very well. A sense of excited calm permeates the school. Pupils are keen to share their views. They work well with staff to focus effectively and participate in learning. Pupils engage positively with the exciting activities that teachers design. The school is a welcoming environment. Pupils are warm and friendly to visitors. Breaktimes are lively and positive. Pupils play happily with their friends and enjoy a range of activities. For example, sports leaders encourage pupils to participate in a range of games. Pupils celebrate each other's successes happily.

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What it's like to be a pupil at this school

Pupils achieve very well. They make sustained progress from their starting points, breaking down any barriers to success. Pupils learn a range of communication strategies. These help them to express their needs and wishes clearly. As a result, pupils access the school’s ambitious curriculum with confidence. Pupils learn a range of skills and knowledge and meet essential developmental goals. This prepares them well for their next steps.

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What it's like to be a pupil at this school

The school encourages pupils to be ambitious. Staff provide them with the support they need to realise these aspirations. Pupils talk excitedly about their next steps. Personalised careers advice helps them to explore the world of work in a meaningful way. They enjoy a range of work experience activities. Pupils also have ample activities to develop their skills and talents. They share these talents through exciting opportunities such as performing in the school band or producing art works for the school’s inspirational art exhibition.

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Next steps

Leaders should ensure they continue to establish their ongoing efforts to share the high-

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Team inspectors:

Deborah Perkins, Ofsted Inspector Dean Prodomo, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026 quality work of the school with a range of local schools to effectively model best practice.

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About this inspection

The chair of the board of governors in this school is David Plant.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspectors are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

The inspectors met with the executive headteacher and other leaders during the inspection. The lead inspector also met with a group of governors, including the chair. They also held a telephone conversation with a representative of the local authority. The inspection team also spoke to groups of staff and pupils during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education, qualifications and apprenticeships.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school has opened an additional site, 'The Hive', since the last inspection. The school is split over three sites, each led by a deputy headteacher.

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About this inspection

The school currently uses no alternative provision.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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