Hill View Infant Academy

Hill View Infant Academy

Address: Helvellyn Road, Sunderland, Tyne and Wear, SR2 9JJ Unique reference number (URN): 144222

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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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Attendance and behaviour Strong standard

Attendance is high because leaders respond to the changing circumstances and needs of pupils and families. Pupils enjoy school and are keen to attend. As a result of effective training, staff consistently promote the importance of attendance. Leaders and staff clearly communicate their expectations for attendance to parents and carers. Leaders’ actions over time result in notable improvement for individuals and groups of children. There are thorough systems in place to identify and improve attendance where it falls below leaders' expectations.

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Attendance and behaviour Strong standard

Leaders have established a culture that is highly conducive to learning and in which pupils, particularly children in the early years, flourish. Pupils behave well in lessons and during playtimes. They are explicitly taught to cooperate and compromise with each other. From an early stage, they learn to manage their feelings and emotions well. They display care and kindness towards their peers. Older pupils support younger ones to resolve conflicts. Well- established routines help pupils to feel safe. All staff follow established and agreed approaches to managing behaviour. This means behaviour is managed effectively. Staff celebrate pupils who behave in line with the school’s values and pupils are keen to show that they are 'Hill View Heroes'.

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Early years Strong standard

Leaders prioritise the early years and have a clear, ambitious vision for this aspect of school. Staff and leaders create a highly effective culture in which children thrive. Children feel a sense of belonging because of the warm and trusted relationships they have with staff. Leaders plan the play activities that children engage with to ensure that they are meticulously tailored to children’s developmental stage and age. Children develop secure foundations in early reading, writing and mathematics.

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Early years Strong standard

The curriculum promotes exploration and active learning. This helps children to learn with curiosity. Staff consistently engage children in high-quality interactions that help them to articulate their thoughts and broaden their vocabulary. Children benefit from many opportunities to develop their physical skills, both indoors and outdoors. Leaders focus on children’s wellbeing and this is a high priority for staff. Staff support children to understand their feelings and to build positive relationships with their peers.

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Early years Strong standard

Leaders develop effective partnerships with parents and carers. This helps children and families to have confidence in the school. Children, including those with special educational needs and/or disabilities, settle quickly into school life. Staff establish clear routines and expectations. These promote very positive behaviours.

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Personal development and wellbeing Strong standard

The personal development programme is well considered and carefully tailored to the school’s context and pupils’ interests. It complements learning across the curriculum. This supports pupils to develop a detailed and rich understanding of themselves and the world

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Expected standard

around them. The impact on pupils is evident in pupils’ understanding of difference, tolerance and respect. Pupils consistently treat their peers with kindness. Pupils have a mature understanding of compromise and how to make sure that everyone gets along.

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Expected standard

Educational visits and experiences are carefully planned based on the leaders’ understanding of pupils. These build on pupils' knowledge, raise their aspirations and give them opportunities that they may not otherwise receive. Pupils speak positively about experiences such as the circus club and the dance festival. They recall trips and experiences with enthusiasm. They talk about their learning from visits to places such as the ski slope and Washington Wetlands.

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Expected standard

There is an extensive range of extra-curricular clubs on offer. Leaders regularly review the offer to reflect pupils' interests or to enhance the curriculum. Leaders consider the views of parents and carers and pupils to shape the experiences and opportunities on offer. Staff carefully check participation in and the impact of experiences. This ensures that nobody misses out. Staff ensure that reasonable adjustments are in place so that all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, benefit fully.

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Expected standard

Pupils demonstrate mature, detailed knowledge of a range of topics, including diverse cultures, online safety, and relationships. They are well prepared to become responsible citizens in the future.

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Expected standard

Highly effective pastoral support benefits pupils who face challenges that impact their wellbeing. Leaders’ knowledge of pupils and their circumstances ensures that the right wellbeing help is available for pupils at the right time.

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Achievement Expected standard

Generally, by the time they leave school, pupils achieve well. They are well prepared for key stage 2. Pupils’ attainment in the phonics screening check is above that of their peers nationally. This is reflected in pupils’ ability to read with fluency. Pupils develop a secure understanding of shape and number throughout the early years and into key stage 1. They apply this with confidence in their work. Leaders have prioritised early writing. The impact of this can be seen in many pupils’ work. However, for some pupils, staff do not consistently address errors in pupils' basic writing skills. Pupils generally secure knowledge across the wider curriculum. For example, they talk confidently about their learning in design technology and art and design. Some pupils’ knowledge in subjects like religious education and science is not as in depth as it could be.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum for pupils. They use research evidence to inform curriculum design. Staff teach the curriculum effectively, combining direct teaching with play-based learning. The curriculum identifies precisely what pupils should learn. This is particularly evident in the early years.

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Curriculum and teaching Expected standard

Leaders ensure that staff teach phonics consistently well using the school's phonics programme. Pupils develop the knowledge that they need to read fluently. Teachers generally make effective checks on what pupils know and remember. They help children to understand the next steps that they need to take in their learning. On occasion, staff do not correct errors in pupils' letter formation, orientation and size. This hinders pupils' ability to write fluently. Leaders are aware of this and are taking steps to improve it.

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Curriculum and teaching Expected standard

Typically, staff use appropriate strategies to support pupils with barriers to their learning. This includes pupils with special educational needs and/or disabilities and those with barriers to wellbeing. Leaders provide suitable training so that staff develop the expertise they need to provide the right adjustments and adaptations for pupils. This enables pupils to learn successfully alongside their peers.

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Inclusion Expected standard

Leaders create a culture where pupils feel valued and welcome. They work closely with families to ensure that younger children receive the support that they need quickly. Staff produce individual support plans to help reduce barriers to learning. They review these regularly to ensure that pupils’ support adapts to their changing and emerging needs. In a few instances, staff do not identify barriers to learning swiftly enough. This means that teaching is not always precisely matched to pupils’ needs.

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Inclusion Expected standard

Generally, staff make appropriate adaptations to lessons for pupils with special educational needs and/or disabilities. This enables them to access learning alongside their peers. There is a range of interventions in place to help pupils who need targeted support. These include, for example, music therapy.

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Inclusion Expected standard

Leaders ensure that pupils who face barriers to their wellbeing receive the support that they need. Pastoral support for pupils and families through the school’s hub model helps pupils to feel safe and secure.

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Inclusion Expected standard

Leaders work effectively with external agencies for specialist advice. This includes liaising with professionals to support pupils who are known to social care. Leaders make timely referrals to specialist services and build advice from professionals into pupils' individual support plans.

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Inclusion Expected standard

Leaders commission alternative provision appropriately when it is in the best interests of pupils.

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Leadership and governance Expected standard

Leaders have set out a clear and ambitious vision that is understood by all staff and the school community. Pupils are at the heart of decision-making.

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Leadership and governance Expected standard

Parents and carers are overwhelmingly positive about the school and the high levels of care and education that staff provide for children. There are positive relationships between home and school. Parents appreciate the support that the school provides to overcome barriers to pupils' learning and/or wellbeing.

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Leadership and governance Expected standard

Leaders and those responsible for governance have a thorough understanding of the school’s context. This means that leaders accurately identify priorities for improvement. For example, leaders continue to embed the work they have started in early writing so that pupils develop important basic skills and fluency.

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Leadership and governance Expected standard

Those responsible for governance maintain oversight of the school’s progress. Governors fulfil their legal responsibilities and provide appropriate support and challenge. Leaders’ actions result in improvements over time. The impact of this work can be seen in pupils’ achievement and the environment in which pupils flourish.

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Leadership and governance Expected standard

Leaders are committed to inclusion. They provide staff with the training they need to reduce barriers to pupils’ wellbeing. Leaders continue to improve their processes around inclusion as pupils’ needs change.

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Leadership and governance Expected standard

Staff are proud to work in the school. They are positive about the professional learning opportunities they receive. They say they feel valued and appreciate the support they receive from leaders in managing their workload and wellbeing.

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

Pupils are very happy to come to school. They attend well because they look forward to learning and to the exciting opportunities available to them at school. Pupils enjoy the play- based curriculum that is on offer and the range of outdoor learning opportunities. They benefit from a broad curriculum that supports each aspect of their development. As a result, most pupils achieve highly. This includes pupils with special educational needs and/or disabilities, as well as those who may face barriers to learning. Children leave the early years very well equipped for the next stage of their education. Older pupils leave school as well-rounded pupils ready for junior school. They develop perseverance and resilience, and the ability to contribute positively to their school and wider community. Pupils benefit from a range of enrichment activities that develop their character. For example, they take part in

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

yoga at the local residential home and initiatives to help clean up the local streets.

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

Pupils across the school play well together. Through outdoor play, they develop a secure understanding of cooperation and how to manage risks. They respect their peers, surroundings and play equipment. Pupils feel safe and well cared for at school. They know that adults care for them and that they can share any worries they have. Children thrive in the early years, where they develop persistence and resilience. Bullying is infrequent. When it does happen, pupils know that adults will take it seriously. Pupils enjoy acting as role models for younger children. They are proud to say they show kindness towards their peers and know that the staff in school will celebrate this. Pupils rise to the challenge of demonstrating the 'Hill View Hero' values, which help them to be safe, kind and ready to learn. They are proud to celebrate their work and their positive behaviours.

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Team inspectors:

Kathryn McDonald, His Majesty's Inspector Hannah Millett, His Majesty's Inspector Richard Beadnall, His Majesty's 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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Next steps

Leaders should ensure that teachers consistently identify and correct errors in pupils' writing, particularly letter formation, orientation and size, so that pupils’ work is of an increasingly high quality across the curriculum. Leaders should strengthen processes for identifying pupils' barriers to learning to ensure that provision precisely matches their needs.

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About this inspection

This school is part of Vision Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Claire Smith, and overseen by a board of trustees, chaired by Mike Foster.

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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

This inspection took place from 21 to 22 July 2026.

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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 the chair of the trust, representatives from the local governing body, the CEO, the headteacher, senior leaders, staff and pupils. An inspector also spoke with representatives from alternative provision.

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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 currently makes use of one alternative provision.

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About this inspection

Headteacher: Tammy Crompton The inspector(s) used this data during the full inspection on 21 July 2026

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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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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

2023/24 (3 term) 5.6% 5.5% Close to average

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national average

2022/23 (3 term) 5.4% 5.9% 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

2023/24 (3 term) 15.7% 14.6% Close to average

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national average

2022/23 (3 term) 14.0% 16.2% 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. 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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