Hilperton Church of England Voluntary Controlled Primary SchoolOfsted report card, 15 Sept 2026

Primary School

Address: Newleaze, Hilperton, Trowbridge, Wiltshire, BA14 7SB Unique reference number (URN): 126328

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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 Expected standard

Generally, pupils achieve well. They are well prepared for their next stage of education. Pupils do particularly well in learning their phonics and reading. This sets them up well to access the wider curriculum. This is seen in pupils' improved attainment in national tests in 2025 at the end of key stage 2 in reading, writing and spelling, punctuation and grammar.

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Achievement Expected standard

Pupils learn and remember age-appropriate curriculum content in mathematics. Pupils are quick to recall multiplication facts. Where pupils did not learn everything they needed in the past in mathematics, leaders now ensure that current learning sequences close any gaps in achievement successfully, including for disadvantaged pupils. Pupils with individualised curriculums make substantial progress personally. This enables them to access academic learning and make steady progress. Pupils across the school follow the wider curriculum well and retain a range of knowledge across subjects.

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Attendance and behaviour Expected standard

Leaders monitor pupils' attendance precisely. When necessary, the school works intensively with families and external agencies. This proactive and supportive approach strengthens pupils' attendance over time. As a result, pupils' attendance is now in line with national averages. Persistent absence has markedly decreased.

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Attendance and behaviour Expected standard

Staff typically have high expectations of pupils' behaviour. Many staff model how to behave and interact with one another at social times. On the whole, pupils listen to staff and apply the school rules effectively as a result. In class, pupils generally show positive attitudes to learning. However, when staff do not adapt teaching to deepen pupils' understanding when they are ready, a minority of pupils do not focus and persevere as well as they should. This means that they sometimes do not gain a depth of knowledge across the curriculum.

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Attendance and behaviour Expected standard

Pupils are tolerant of one another. They understand that discrimination is wrong. They are confident that if bullying happens, staff will deal with it effectively. Pupils who find it more difficult to manage their emotions receive timely and effective support. Suspensions have reduced. This is because leaders provide effective support and interventions to ensure that there are no recurrences over time.

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Curriculum and teaching Expected standard

Leaders' substantial work over time to improve the content of the curriculum has been successful. The curriculum is broad and generally well sequenced. Leaders have clear expectations of what staff will teach and when, including in mixed-aged classes. As a result, pupils learn the range of subject content across a wide range of subjects.

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Curriculum and teaching Expected standard

Staff use their secure subject knowledge to teach the basics well. For example, the teaching of place value in mathematics is effective. This ensures that, over time, pupils build on their number fluency to solve more complex mathematical problems. Pupils at the early stages of reading use their phonics accurately to decode words and read sentences. As pupils progress through the school, they gain an understanding of what they read. A recent focus on improving teaching in English has begun to develop pupils' handwriting and improve their understanding of complex sentences.

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Curriculum and teaching Expected standard

However, at times, staff do not use assessment consistently well so that teaching precisely builds on what pupils know and understand. For example, leaders have not always ensured that staff design highly effective learning activities that help pupils to deepen their knowledge, skills and understanding. This sometimes prevents pupils from gaining detailed knowledge across the curriculum.

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Early years Expected standard

Leaders have built a suitable curriculum across all 7 areas of learning. It is implemented effectively. The early years statutory duties are met. Staff use their accurate subject knowledge to ensure that children learn the breadth of knowledge they need to be well prepared for Year 1. Staff are persistent in their praise. Warm relationships between adults and children pervade the setting. Children feel safe and settle to school well.

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Early years Expected standard

Children learn important life skills, such as listening, following instructions and taking turns. Children are quick to stop what they are doing. They show attention to adults by raising their hands and showing 'sparkly fingers'. Parents recognise that consistent routines help their children settle quickly to school.

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Early years Expected standard

Teaching ensures that children relish learning new content and have enough practice to cement prior learning. Effective modelling by staff ensures that children learn accurate pencil grip right from the start. Children show excitement when they apply their basic phonics knowledge to read words for the first time and when they learn letter shapes and numbers.

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Early years Expected standard

Leaders ensure that staff take deliberate action to minimise gaps in children's knowledge and experiences, including for children with barriers to learning. For example, they are swift to assess children's communication and language skills and physical development on entry.

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Inclusion Expected standard

Staff work closely with families and external agencies right from the start. This ensures that pupils' special educational needs and/or disabilities are assessed accurately. Staff set suitable personal and academic targets for pupils. Pupils who need it receive a range of therapeutic support. This ensures that pupils gain confidence and are ready to learn. Typically, staff provide a variety of resources and techniques to structure pupils' learning. This ensures that pupils generally access learning effectively.

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Inclusion Expected standard

The school's systems to monitor the impact of any interventions and support are increasingly effective. However, there are occasions when additional teaching does not address pupils' specific academic targets as precisely as leaders intend. Leaders know this and are starting to address it.

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Inclusion Expected standard

The school uses additional funding purposefully. This ensures that any gaps in disadvantaged pupils' knowledge are closing effectively. These pupils access a broad set of experiences beyond the academic to support their wider development. When needed, leaders commission alternative provision in the best interests of pupils. They have clear oversight of its impact on pupils' experiences and learning.

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Leadership and governance Expected standard

Leaders and governors make decisions in the best interests of pupils. A notable feature is how well leaders and staff get to know families and communicate well with them. Parents and carers are highly positive about the support pupils receive. Leaders understand the many strengths at the school and the aspects that require refinement. They have been successful in improving teaching to raise pupils' attainment. They have improved experiences for the most vulnerable pupils. Leaders have detailed oversight of many aspects of the school's work, for example, how well pupils attend and the impact of pastoral support. However, leaders do not always gain a detailed understanding of the effectiveness of the school’s curriculum and its impact.

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Leadership and governance Expected standard

Staff value the range of professional development they receive. This ensures that staff generally have the knowledge and skills they need to teach well. Staff use external advice wisely. For example, in recent months, leaders have prioritised improving the quality of interactions between staff and children in early years. Elsewhere, a sharp focus on improving pupils' basic skills in handwriting is paying off. Staff recognise and appreciate the way in which leaders and governors have oversight of their workload and wellbeing. Staff are rightly proud to be part of the cohesive team.

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Leadership and governance Expected standard

Governors are highly engaged in the school's work. They fulfil their statutory duties, for example, by ensuring that the provision for pupils with special educational needs and/or disabilities is effective.

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Personal development and wellbeing Expected standard

Hilperton provides a broad, inclusive and purposeful personal development offer. Staff implement it well. It effectively supports pupils in their wider development. High-quality pastoral support is a hallmark of the school. Pupils who access the wide range of support on offer benefit tremendously. This ensures their emotional needs are met. Trusted adults are available to discuss any concerns pupils have.

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Personal development and wellbeing Expected standard

The relationships, sex and health education curriculum includes the necessary knowledge pupils need. Pupils learn to be respectful and show maturity, for example, when learning about how their bodies change as they grow up. Pupils learn a range of important knowledge, such as how to keep themselves safe online and how to maintain healthy lifestyles.

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Personal development and wellbeing Expected standard

The personal development programme teaches pupils about characteristics that are protected by law. Over time, pupils learn to be mutually respectful of one another. The school fosters pupils' wider development and their physical and mental health through the personal, social, health and economic education curriculum. It teaches pupils about keeping healthy lifestyles and maintaining positive relationships. Pupils learn about major world religions. 'Theme days' are starting to widen their knowledge and understanding of different cultures. The school ensures that the personal development programme is continuously evolving. One example is leaders taking action to bolster pupils' understanding of important values. For example, pupils learn about democracy when they take part in the youth parliament in the local town.

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Personal development and wellbeing Expected standard

The school tracks pupils' participation in activities beyond the academic. This ensures that all pupils, including those who are disadvantaged or known to social care, have fair and equal access to all the opportunities that the school provides.

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

Pupils enjoy attending this happy school. They are proud to be part of the school family. A notable feature is the high-quality pastoral support provided by a range of trusted adults. This help ensures that pupils build effective relationships with staff and one another and feel safe. Consistent morning routines ensure pupils have a smooth start to each day.

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

Pupils value how everyone is treated fairly and included. Everyone can take part in every opportunity on offer. Pupils understand the school rules of 'Be Ready, Be Kind, Be Safe'. They are usually quick to follow them. Staff support pupils to make great friends. Pupils benefit from well-planned activities in the wooded area at social times. This supports pupils to gain confidence and cooperate with others. Older pupils are keen to take on leadership responsibilities, for example, as members of the sports council and as reading ambassadors. They take pride in supporting the youngest children through the school's buddy system.

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

Children get off to a positive start in Reception. This ensures that they gain confidence and the knowledge they need to thrive in Year 1. As pupils progress through the school, they learn a breadth of important knowledge across a wide range of subjects. This prepares them well for their next stage of education. However, at times, teaching does not enable pupils to learn the depth of knowledge they need to excel academically.

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

The school provides a range of opportunities beyond the academic that broaden pupils' horizons well, including performing at music festivals. The many extra-curricular clubs on offer help them hone their talents, for example, chess, gardening and sports.

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Next steps

Leaders should ensure that staff use assessment consistently well so that teaching precisely builds on what pupils already know and understand. Leaders should ensure that teachers have the knowledge and skills they need to consistently design highly effective learning activities that help pupils of all abilities to deepen their knowledge, skills and understanding across the curriculum.

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Lead inspector:

Julie Carrington, 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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 September 2026

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130

Below average Leaders should gain detailed evaluations and use insightful analysis of the effectiveness of the school’s performance so that their monitoring and actions lead to consistently strong standards across all areas of the school's work.

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About this inspection

The chair of the board of governors in this school is Robert Beesley.

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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, pupils and staff. The lead inspector also held meetings with members of the governing body and a representative of Wiltshire local authority.

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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 uses 3 alternative unregistered provisions.

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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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average

2024/25 (final) 55% 62% 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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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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average

2024/25 (final) 73% 72% Close to average

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average

2022/23 (final) 67% 71% Close to average

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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) 68% 74% 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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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) 67% 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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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national average

2022/23 (3 term) 5.6% 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

2024/25 (3 term) 12.6% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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