Hilltop Junior School

Hilltop Junior School

Address: Hill Avenue, Wickford, Essex, SS11 8LT Unique reference number (URN): 145421

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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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Inclusion Strong standard

Leaders have created a highly inclusive culture within the school. They ensure that pupils with additional needs are identified at the earliest possible stage. They use this information to develop detailed support plans that are tailored to pupils' specific needs. Pupils with special educational needs and/or disabilities access the same curriculum as their peers. In addition, they benefit from precise, targeted interventions. This means that they achieve well and thrive in school.

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Inclusion Strong standard

Leaders provide staff with the training and information they need to successfully support pupils in class. Leaders rigorously check on the impact their actions have on pupils’ learning. They adjust strategies quickly to match provision to needs. Leaders engage effectively with a range of external agencies to provide specialist support for pupils and their families. For example, they invest in specialist support for pupils with speech and language needs. They provide extensive mental health support through a dedicated school counsellor. This means that barriers to learning and attendance are reduced. Leaders' use of alternative provision is appropriate and has a positive impact on pupil outcomes.

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Inclusion Strong standard

Leaders make effective use of pupil premium funding. They ensure that disadvantaged pupils have access to experiences that broaden their horizons, which help them build self- confidence and resilience. As a result, they achieve well and are prepared for their next stage of education.

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Achievement Expected standard

Pupils achieve well. This is particularly the case in reading and writing, where published outcomes are consistently above national averages. In these areas, disadvantaged pupils achieve better than their peers nationally. Leaders have addressed some historical weaknesses in the mathematics curriculum. This is having a positive impact on the progress that pupils are making, in particular for disadvantaged pupils. Pupils with special educational needs and/or disabilities and other pupils with additional barriers to learning make appropriate progress from their starting points. As a result, pupils are ready for the next stage of their education.

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Achievement Expected standard

Pupils show pride in their work. They talk accurately and confidently about their learning using a range of subject-specific vocabulary. Leaders maintain a focus on all pupils becoming fluent readers. When pupils have not yet mastered the key skills they need, leaders provide extra, targeted support. This helps them to catch up with their peers quickly.

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Attendance and behaviour Expected standard

Pupils enjoy coming to school and attend well. Leaders closely track attendance rates. They have established effective systems to secure positive attendance. Leaders have a secure understanding of the barriers to attendance that some pupils face. They provide high levels of additional support to families in need, such as access to mental health support. As a result, persistent absence is low. Leaders are focused in their approaches to improve pupils’ attendance. Their work has had a positive impact on securing high levels of attendance over time.

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Attendance and behaviour Expected standard

Leaders have implemented a behaviour system that is well understood by staff and pupils. They ensure that positive behaviour is rewarded. Most pupils respond well to this and enjoy positive relationships with each other and staff. They report that unkind behaviour and bullying are not tolerated. As a result, it is uncommon. The majority of pupils demonstrate positive attitudes to learning. In general, the school is calm, respectful and purposeful. However, at times, pupils' conduct in social times falls short of expectations and goes unchallenged. A minority of pupils struggle to consistently demonstrate self-discipline and dedication to learning in lessons. Leaders take account of individual pupil needs when deciding on adjustments and strategies to improve behaviour. This has a positive impact in re-engaging pupils in learning.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the quality of the curriculum and teaching. The curriculum is broad and ambitious. It is tailored to the needs and experiences of pupils. The curriculum is well sequenced and builds cumulatively on pupils' prior knowledge and understanding. It supports pupils to develop a wide vocabulary and improve their oracy skills. In addition, it ensures they learn about a range of ideas and cultures. As a result, pupils talk confidently about their learning and enjoy their lessons.

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Curriculum and teaching Expected standard

Teachers have secure subject knowledge. They model new learning and regularly check that pupils have a secure understanding before moving on. However, sometimes errors are not consistently corrected in pupils' written work. Teachers make appropriate adaptations to learning for pupils with special educational needs and/or disabilities or pupils who face challenges in their lives. This reduces barriers to learning effectively.

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Curriculum and teaching Expected standard

Leaders ensure that the teaching of reading, writing and mathematics is effective. This means that pupils who are at the early stages of reading catch up with their peers quickly. Leaders provide additional support for pupils, who struggle with their handwriting. Pupils who are capable of working at greater depth are regularly challenged. This helps them to develop their thinking and explore new ideas.

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Leadership and governance Expected standard

There have been some significant changes to leadership since the last inspection. Leaders know their school and community well. They have a clear vision that is underpinned by a set of values that are shared across the trust. They consistently place pupils at the heart of decision-making and are committed to continuous school improvement. Trust leaders and members of the local advisory board understand their roles. They carry out their delegated duties and responsibilities well, providing effective challenge and support for school leaders. Their knowledge and expertise contributes positively to the strategic direction of the school. Leaders at all levels work collaboratively with other schools in the trust, learning from each other in order to improve the experiences of pupils and families.

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Leadership and governance Expected standard

Staff are extremely positive about recent changes in school leadership. They recognise that leaders give consideration to their workload and wellbeing. However, some parents and carers are not yet assured and lack confidence in leaders’ actions. Leaders recognise that there is more work to be done to improve communication with parents and increase their sense of trust.

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Leadership and governance Expected standard

Staff, including those in the early stages of their careers, benefit from an ambitious programme of professional learning. This develops them as individuals. They are proud to work at this school and feel valued for their contribution to the school’s success.

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Personal development and wellbeing Expected standard

Leaders have established a thoughtfully planned personal development programme that responds to the needs of pupils in this community. It is underpinned by an ambitious personal, social and health education curriculum. This helps pupils build a secure understanding of a range of topics, including physical and mental health and wellbeing and healthy relationships. As a result, pupils have a secure understanding of how to keep themselves safe online and in the real world.

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Personal development and wellbeing Expected standard

Leaders are passionate about ensuring that all pupils access opportunities that will expand their horizons. All pupils benefit from the 'HEARTS promise', a series of memorable experiences that support pupils' understanding of the wider world. This includes crossing a border, watching a live theatre performance and caring for a pet. Pupils enjoy these opportunities and are proud to show off the badges they earn from completing them.

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Personal development and wellbeing Expected standard

Leaders have developed a wider enrichment offer that helps pupils develop the skills they will need in the future. For example, Year 6 pupils experience a residential visit that helps them with resilience and teamwork skills. Pupils enjoy trips that bring them together with pupils from other trust schools. This helps them to make new friends and develop social skills.

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Personal development and wellbeing Expected standard

Pupils benefit from the many clubs that are on offer, such as coding club, arts and crafts and rounders. High numbers of pupils take part, including those with special educational needs and/or disabilities and those who are disadvantaged. Leaders ensure that all pupils have equal access to these opportunities. They track participation and remove barriers where needed. There are a number of leadership roles that are popular with pupils, such as membership of the school council or pupil parliament.

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Personal development and wellbeing Expected standard

Leaders ensure that opportunities to develop tolerance and respect are woven throughout the curriculum and reinforced through themed events, assemblies and carefully chosen resources. As a result, pupils gain a secure understanding of what it means to be a good citizen and how to treat other people. This, coupled with effective pastoral care, helps pupils to feel valued and important members of the school community.

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

Pupils receive a warm welcome in this inclusive school. Pupils feel safe and develop positive relationships with staff. They trust that the adults will support them if they ask for help. Pupils are confident that they can be themselves because everyone is treated equally. As a result, pupils have a secure sense of belonging and are proud to attend the school.

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

Pupils are keen to do well. They enjoy talking about their learning. Typically, in lessons, pupils are settled and eager to learn. Pupils, including those with additional needs, achieve well and develop the skills they will need in later life. They are well prepared for the next stage of their education.

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

Pupils understand the rules and routines. Most pupils rise to the expectations of staff. However, sometimes, a minority of older pupils struggle with self-discipline, in particular during social times. Despite this, pupils say that they get on well with each other. Bullying is not common. If it does occur, staff deal with it effectively.

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

The 'Opening Worlds' humanities curriculum helps pupils to explore cultures and beliefs beyond their own. As a result, they have a secure understanding of values, such as equity and respect. They benefit from trips that are linked to their learning. For example, year 5 and 6 pupils go to France for the day. In addition to this, pupils benefit from a wide range of leadership opportunities like head boy and girl or eco-warrior. This helps them to improve their self-confidence and leadership skills.

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

Pupils from across the year groups take part in the pupil parliament. Their voice plays a key role in shaping school initiatives. For example, pupils have chosen to raise money and awareness for the local food banks. They take part in a variety of clubs and enrichment activities, such as street dance, choir and multi-ball sports. This helps them to develop teamwork skills and self-expression.

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Next steps

Leaders should strengthen relationships with parents to create a renewed sense of trust so that they can work together in the best interests of pupils. Leaders should work with pupils to improve the standard of behaviour at social times and support pupils to understand the importance of self-discipline.

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Team inspectors:

Lisa Massey, Ofsted Inspector Karen Stanton, 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 16 June 2026

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About this inspection

This school is part of the HEARTS Academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Don Wry, and overseen by a board of trustees, chaired by Vaughan Collier.

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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 inspections 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

Inspectors spoke with school leaders, including the headteacher, interim headteacher, the special educational needs coordinator and other senior curriculum leaders. They also spoke with leaders from the trust, including the executive headteacher. The lead inspector spoke with trustees (including the chair), the chief executive officer, the chair of the local advisory board and a representative of the local authority. Inspectors spoke to parents and carers and reviewed the findings of the parent, staff and pupil Ofsted online surveys.

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About this inspection

Inspectors visited lessons to look at pupils' work and the curriculum and to speak with pupils about their learning and wider school activities. Inspectors also spoke to pupils at social times and met with groups of pupils.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The headteacher took up their position in March 2025. Since the last inspection, there have also been significant changes to other members of the senior leadership team.

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About this inspection

The school currently makes use of one alternative provider.

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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 total number of pupils who can attend the 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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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national average

2024/25 (final) 67% 62% Close to average

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national average

2022/23 (final) 59% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 77% 75% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 79% 74% Close to average

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average

2022/23 (final) 66% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 55% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (final) 70% 63% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 65% 59% Close to average

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average

2022/23 (final) 69% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 60% 61% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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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national average

2024/25 (3 term) 4.9% 5.2% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 9.8% 13.0% Close to average

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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.

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Urgent improvement

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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