Hilton Lane Primary School

HILTON LANE PRIMARY SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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HILTON LANE PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Hilton Lane Primary School - 3

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INFORMATION ABOUT THE SCHOOL

Type of school: Nursery, Infant and Junior

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INFORMATION ABOUT THE SCHOOL

School address: Madam’s Wood Road Little Hulton Worsley Manchester

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 8 – 10 July 1996. Hilton Lane Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Mr D J Halford Registered inspector Mrs J Farmer Lay inspector Mr A C Davies Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

The Court 8 Bar Meadow Dobcross Saddleworth Oldham OL3 5QW

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INFORMATION ABOUT THE INSPECTION TEAM

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Hilton Lane Primary School - 5

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PART A: SUMMARY OF THE REPORT 6-10

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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WHAT THE SCHOOL DOES WELL 11-14

• The inspirational leadership provided by the headteacher generates a strong feeling of teamwork with everyone being dedicated to ensuring standards are as high as they can be. • Very good teaching makes a positive contribution to helping children achieve to their full potential. There is very good emphasis placed on helping children improve their basic skills in literacy and numeracy. • The school has developed a successful partnership with its parents to help children read with expression, interest and enjoyment. • The school makes very effective use of ICT to support a wide range of subjects. The leadership provided by the subject co-ordinator is outstanding and is instrumental in raising staff expectations and confidence. • There is an extremely friendly atmosphere in the school with excellent relationships between adults and children. Children’s behaviour is very good and they enjoy coming to school to learn.

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WHAT COULD BE IMPROVED 14-15

• Developing individual targets for pupils to help them improve further standards of work. • Introducing the new National Curriculum. • Introduce the new Performance Management system outlined by the government.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 15

The school has accurately identified areas for improvement within its School Development Plan.

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INFORMATION ABOUT THE SCHOOL

Hilton Lane Primary School serves the area of Little Hulton, Worsley and is maintained by the Salford Education Authority. It has 235 pupils on roll including a 30-place nursery, which is located a short distance away from the main school site. Approximately ten per cent of the pupils have special educational needs and two pupils have statements of special educational need. These percentages are below the national average. Very few pupils are from ethnic minority backgrounds and none have English as an additional language. The school serves an area where there is significant social deprivation and the pupils’ levels of attainment on entry to the school is judged, in the main, to be well below average. The percentage of pupils known to be entitled to meals without charge is above the national average. Overall, the pupils make very good progress and achieve very well. In recognition of the high standards, which are attained, the school has been awarded Beacon Status.

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HOW GOOD THE SCHOOL IS

This is an outstanding school with many strengths and no major weaknesses. It is extremely well led by a very knowledgeable headteacher. The teaching and learning is of a very good quality leading to children achieving well and attaining high standards. Pupils’ attitudes to learning and personal development are of the highest quality. The school gives very good value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • The inspirational leadership provided by the headteacher generates a strong feeling of teamwork with everyone being dedicated to ensuring standards are as high as they can be. • The teaching is very good and makes a positive contribution in helping children achieve to their full potential. There is very good emphasis placed on helping children improve their basic skills in literacy and numeracy. • The school has developed a successful partnership with its parents to help children read with expression, interest and enjoyment. • The school makes very effective use of Information and Communications Technology to support a wide range of subjects. The leadership provided by the subject co-ordinator is outstanding and is instrumental in raising staff expectations and confidence. • There is an extremely friendly atmosphere in school with excellent relationships between adults and children. Children’s behaviour is particularly good and they enjoy coming to school

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HOW GOOD THE SCHOOL IS

There are no major weaknesses in this school and therefore no key issues. The school has accurately identified areas for further development in its new school development plan. The implementation of this plan will help the school to improve still further.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in July 1996. It was then recognised as a good school and the very good progress it has made since that time has ensured that it is now an outstanding school. There is more very good and excellent teaching now evident and all teaching is at least satisfactory, being Hilton Lane Primary School - 7 predominantly good or very good. The leadership remains a strong feature of the school with governors maintaining their excellent support for its work and development.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has dealt extremely well with each of the main issues identified in the previous inspection report. The activities in the nursery have been re-organised so that there is more opportunity for children to choose their tasks but maintaining an emphasis on developing their academic and personal skills. Security arrangements in the nursery are now very good with appropriate systems in place for gaining access to the building. The high percentage of children attaining above average levels at the age of 7 and 11 in mathematics indicates that the school has successfully improved the challenge and pace provided for more able children. The school has good procedures in place to effectively check on attendance and punctuality.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The fact that the school is now judged to be an outstanding one indicates that it has successfully maintained and improved upon its high standards of academic work and behaviour.

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STANDARDS

The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

English B A* B A* well above average above average A B Mathematics A A C A average below average C D Science B B D C well below average E

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STANDARDS

The national test results for 11-year-old pupils over the last three years show that the school’s performance in English has been consistently above the national average and in mathematics it has been well above average with the exception of 1999 when results were broadly in line with the national average. In English, the 1998 results show that the school’s performance was in the top 5% in the country. When compared to similar schools the school’s 1999 results are well above average in mathematics and in the top 5% for English. The present Year 6 is attaining at a higher level than the 1999 cohort in both English and mathematics. Results in science have not been quite as high, especially in 1999. However, the Year 6 cohort is again performing at a higher level than the 1999 cohort. The school is on course to exceed the targets it has set for literacy and numeracy through to the year 2002.

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STANDARDS

Test results for 7-year-olds show that reading results have either been close to or above the national average over the last three years. Results in 1999 were well above average when compared to similar schools. The present Year 2 have maintained and improved this good position. Results have been better for writing than for reading, but these are also well above average when compared to similar schools. In mathematics the school’s results have been consistently above the national average and well above the average for similar schools’. The present Year 2 is attaining at the same levels as the previous 1999 cohort.

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STANDARDS

Children achieve very well, starting school with well below average academic and personal skills. The good work from nursery onwards ensures that standards improve at a rapid rate and that children of all Hilton Lane Primary School - 8 abilities make very good progress. The very good teaching and very positive attitudes of the children contribute to this.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Excellent. Children are very keen to learn and participate fully in all lessons. If they are unsure of anything they are willing to ask for help and learn a great deal from each other.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Excellent. Children channel their energies very purposefully into their work. The behaviour in and out of lessons is equally as impressive.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Excellent. Relationships between children and between children and adults are exceedingly positive. Children take on a number of additional responsibilities and carry out a range of tasks most effectively. They show very good ability to organise themselves.

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PUPILS’ ATTITUDES AND VALUES

Attendance Average. The school does well in encouraging full attendance but parents taking children away on holidays during term time causes some attendance levels to be no better than average.

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TEACHING AND LEARNING

Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

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TEACHING AND LEARNING

Lessons seen overall Good Very Good Very Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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TEACHING AND LEARNING

No unsatisfactory teaching was seen during this inspection. Almost ninety per cent of the teaching was at least good, and almost one quarter of the teaching observed was excellent.

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TEACHING AND LEARNING

Outstanding teaching is provided for Year 6 pupils. This teacher makes very effective use of information and communications technology (ICT) to support work in other subjects. All teachers are effective in teaching the basic skills of literacy and numeracy, leading to teaching in English and mathematics being very good throughout the school. Teachers use questioning effectively to challenge children. They have also been able to raise children’s self esteem and make them believe that they are able to achieve high standards.

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TEACHING AND LEARNING

Teachers are particularly effective in managing the behaviour of children resulting in excellent attitudes and learning. Opportunities provided for them allow children to work independently and show initiative in their learning. Children show great interest and are keen to learn. The pace of their learning is excellent. They are able to talk with understanding about what they need to do to improve, because teachers make very detailed and pertinent remarks when marking work. Classroom assistants are effectively used to help raise standards in reading. Hilton Lane Primary School - 9

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Good. Despite giving a focus to literacy and numeracy, the school has been very careful to provide a full curriculum, which puts good emphasis on art and the environment. The integration of information and communications technology into a wide range of subjects is a particular strength.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Children with special educational needs are provided with good support. Plans outline what they need to do to improve and teachers are then able to support them as they work on the same tasks as other pupils.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Excellent. The school has created an ethos where each child is valued and are taught to be tolerant of each other and of other people who have different beliefs and way of life. The school assemblies make a particularly positive contribution to this area.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Very Good. The school has very effective procedures in place to check on children’s academic achievement and personal development.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff Outstanding. The headteacher has very effectively developed a team around her who have the same high expectations for the children. There is a clear view about what needs to be done next at any given time and how they intend to maintain high standards.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Excellent. They have a clear picture about how well the school is performing and have a very good awareness of what the school does well and where it is possible to improve. They are keen to support areas for future development.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance Excellent. The management team uses national and other test results very effectively to check on how well the school is performing and to highlight what needs to be improved.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Very Good. The use of classroom assistants to support children’s reading is but one example of the school using money very effectively to raise standards. The governors are very clear about how to check on whether they are getting the best possible value for their money. Hilton Lane Primary School - 10

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • Their children make good progress. • There is very good teaching in the school. • They are comfortable about approaching the school with a problem. • That their children are encouraged to work hard. • That the school is very well led. • A few parents commented that information about their child’s progress could be improved. • That there is not a wide enough range of after school activities available to all pupils.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

The inspection team agrees with all the positive comments made. Children’s reports that go home to parents meet the legal requirements but could offer more detail about what children need to do to improve their work. The inspection team feel that there is a reasonable range of after school activities. Hilton Lane Primary School - 11

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1 The inspirational leadership provided by the headteacher generates a strong feeling of

teamwork with everyone being dedicated to ensuring standards are as high as they can be.

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1 The inspirational leadership provided by the headteacher generates a strong feeling of

2 The headteacher has been in post for an extended period of time and has gathered around her a group of colleagues who all work to the common purpose of ensuring that the pupils attain the highest possible standards. There are extremely effective procedures to ensure that school improvement is continuous. This involves a school development cycle where different aspects are distributed across the school year and associated with a particular term. Each individual involved in this process of development knows their role within it and the expectations, which are placed upon them to ensure success.

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1 The inspirational leadership provided by the headteacher generates a strong feeling of

3 The school development cycle and the financial implications are closely inter-related. There are key stages where governors, the senior management team and the whole school staff drive the system. There is a good balance between the needs of the school and the need to address outside initiatives. Deadlines are set appropriately and met effectively. There is an excellent focus upon teamwork and the headteacher has a particular influence on the overall process and provides outstanding leadership in maintaining the momentum of school improvement. She is clearly the driving force behind the constant focus for challenge and improvement and inspires all involved in the school to maintain the highest possible standards.

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1 The inspirational leadership provided by the headteacher generates a strong feeling of

4 All staff, in whatever role they occupy, know the systems that are in place and are keen to work for each other and for the pupils to ensure that standards are as high as they can be. Effective class profiles show details of pupils’ progress over time, in every National Curriculum subject. Test results are collated simply and analysed very effectively to ensure that the school is aware of the strengths and weaknesses of individual pupils. Overall results are closely monitored and it is clear that the school is on course to exceed the targets it has set in English and mathematics in the coming years.

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1 The inspirational leadership provided by the headteacher generates a strong feeling of

5 In addition to the teaching staff, the support staff are deployed very effectively to ensure that pupils’ individual needs are met as fully as possible. Classroom assistants provide very good levels of support to pupils, especially in reading activities. Pupils with special educational needs are integrated very well in classrooms and are able to work alongside their peers in undertaking the same tasks. Mid day supervision is of a high standard. Supervisors are given clear guidance about the roles they are to fulfil and are briefed effectively by the headteacher about any changes in established procedures. Lunchtimes are pleasant occasions. The school is maintained to a high standard of cleanliness and provides a good environment in which the staff and pupils work and learn.

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1 The inspirational leadership provided by the headteacher generates a strong feeling of

6 The leadership of this school is a great strength. There is a very clear and shared purpose in all that it undertakes. The headteacher is very effective in inspiring all staff to work together for the collective good of the pupils, and each individual takes pride in the high levels of achievement, which the pupils attain. The school is rightly confident in its ability to sustain consistent improvement.

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1 The inspirational leadership provided by the headteacher generates a strong feeling of

7 Very good teaching makes a positive contribution in helping children achieve to their full potential. There is very good emphasis placed on helping children improve their basic skills in literacy and numeracy. Hilton Lane Primary School - 12 8 During the course of the inspection no unsatisfactory teaching was seen and in almost ninety percent of the lessons, teaching was good or better. In almost thirty percent of the lessons seen, teaching was very good or outstanding. Very good, or outstanding teaching was consistently seen at in the classes at the end of each key stage and the quality of the teaching observed in Year 6 was outstanding throughout the inspection. This overall picture represents a significant improvement on the position reported when the school was last inspected, and it is clear that the consistent quality of the teaching has a very positive impact on the learning of the pupils.

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1 The inspirational leadership provided by the headteacher generates a strong feeling of

9 Throughout the school, lessons are consistently well structured and pupils are managed very well. Teachers’ expectations of what children and pupils can achieve is always high. For example, the children in the Nursery, who are used to being allocated to groups by colours, were released from a listening activity on the carpet to get their milk in places marked individually by their name, with no use of a colour to assist them. Pupils in a Year 2 literacy lesson were constantly reminded to think about the characters and setting from a voyage in to space. Pupils in Year 6, working on control technology were set a most challenging task to reproduce a particularly complicated three-dimensional shape in a mathematical lesson. The task offered a very high degree of challenge and the pupils rose to it so well that some were motivated to work on at it through their lunchtime, on a very warm day.

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1 The inspirational leadership provided by the headteacher generates a strong feeling of

10 The best quality lessons maintain their pace and generate interest and enthusiasm for the pupils. This was seen to especially good effect with the oldest pupils, who have a particularly strong relationship with their teacher. Besides having high expectations of what they can achieve the pupils are offered a high degree of independence in how they go about their work. They demonstrate, on many occasions that they are able to work very well in groups and individually when not under direct supervision. This was seen in work with a programmable toy, where a group of pupils were able to set a challenging course for the programmable toy to follow and used each others’ ideas very effectively in reaching a successful conclusion.

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1 The inspirational leadership provided by the headteacher generates a strong feeling of

11 The teaching of literacy and numeracy is incorporated well into lessons. The structure of lessons accurately reflects the requirements of the national strategies, and the school is very effective at linking lessons learned in literacy and numeracy to work in other subjects. Good links with numeracy, for example were seen in a music lesson in Year 5, where pupils had tape recorded their own composition and they could count the appropriate beats as different instruments were introduced into the overall composition. Again, with older pupils in geography, they were able to give and locate points on a ordnance survey map using six digit references. With literacy, pupils are able to collect information to produce a newscast and a ‘teletext’ page.

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1 The inspirational leadership provided by the headteacher generates a strong feeling of

12 However, whilst recognising the importance of these basic skills, the school has a particular strength in the manner in which it deals with reading, and it also ensures that pupils gain a wide range of writing opportunities outside the constraints of the literacy strategy. Whilst the structures are in place and used effectively to ensure the consistent development of the pupils’ basic skills the school makes great effort to ensure that the pupils are exposed to wide range of subjects in which to put those skills to good use. There are many opportunities for pupils to write at length, to various audiences and for a wide variety of purposes. Part of the success of the teaching and learning centres upon the range of challenge available to the pupils to engage their interest, maintain their enthusiasm for their work, but also to provide good opportunities to reinforce their developing basic skills in a stimulating manner.

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13 The school has developed a successful partnership with its parents to help children read

with expression, interest and enjoyment.

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13 The school has developed a successful partnership with its parents to help children read

14 There is a very well thought through and successful partnership developed with parents to encourage them to be involved in the school’s reading programme. A booklet produced by the school and entitled ‘Making a Successful Start to Reading’ outlines, stage by stage, how parents can help in the process. Frequent meetings with parents are another important feature of the strategy. A video is used to help illustrate to parents how they might be as fully involved as they can be in the process.

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13 The school has developed a successful partnership with its parents to help children read

15 The system is built around daily challenges being provided for children of Reception age through to Year 6. These challenges form part of the work in which parents can be involved. There has been a recognition that nationally boys do not read as well as girls, and the school has set out to deal with this issue and has deliberately widened the reading diet for boys to include puzzles, non-fiction materials built around personal interest, as well as carefully selected fiction materials. The process has also purposely set out to encourage pupils to be honest and forthcoming with reading opinions.

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13 The school has developed a successful partnership with its parents to help children read

16 Classroom assistants are also of great importance to the success of the process. They have had special training to develop their own reading skills and are used to assist in situations where parents are not in a position to support their child as much as the school would desire.

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13 The school has developed a successful partnership with its parents to help children read

17 The impact of the focus on reading is successful in ensuring that standards in reading are well above average in comparison with similar schools. At the age of 7, pupils are attaining standards that are close to the national averages, with nearly all pupils attaining the levels expected for their age. This has been the case for several years. Boys perform well and there is no marked difference between their reading standards and that of girls.

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leadership provided by the subject co-ordinator is outstanding and is instrumental in

raising staff expectations and confidence.

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leadership provided by the subject co-ordinator is outstanding and is instrumental in

19 The ICT curriculum is led by a very capable and knowledgeable coordinator. She has a wide range of skills and experience, a clear grasp of the swift development which occurring within the subject and an outstanding ability to inspire confidence in both colleagues and pupils. Her skills, expertise and confidence are a great asset to the school.

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leadership provided by the subject co-ordinator is outstanding and is instrumental in

20 The school has good quality documentation to ensure that there is a clear progression in the pupils’ skills from the Nursery onwards, and this helps significantly in enabling the staff to have confidence in handling the ICT curriculum. Once they are confident in their own skills, pupils are then offered a wide range of opportunities to use their skills in practical ways. Pupils develop simple word processing skills early in their school career and by the time reach Year 6 they demonstrate a high degree of competence. They are able to use control technology very effectively and are able to proceed logically using the equipment to solve problems and produce practical solutions. The school has recently acquired two inter-active white boards, currently in regular use by the older pupils, which use computer technology to interchange complex information visible to the whole class, as seen in a geography lesson, where pupils

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leadership provided by the subject co-ordinator is outstanding and is instrumental in

studied an area, which they are to visit in the near future.

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leadership provided by the subject co-ordinator is outstanding and is instrumental in

21 The school has particularly good methods of checking that the ICT curriculum is being covered and the coordinator leads at least one session per half term to assist staff gain expertise and Hilton Lane Primary School - 14 confidence in their own skills. Staff have sufficient confidence to be have an open dialogue with each other and this adds positively to the manner in which the subject can develop.

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leadership provided by the subject co-ordinator is outstanding and is instrumental in

22 A further strength in the school’s ICT provision is that the subject is used effectively in a wide range of subjects and learning opportunities. In the course of two days ICT was seen being used in lessons in English, mathematics, science and geography. Pupils were able to use their computer skills and knowledge effectively and practically whether under the direct supervision of their teachers or as they worked independently. The comprehensive ICT curriculum is effectively embedded in the work of the school and is an integral part of the classroom. The pupils are very well equipped with computer skills by the time they leave the school at the age of eleven. They show very good levels of understanding and are achieving above average levels of attainment.

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between adults and children. Children’s behaviour is particularly good and they enjoy

24 Relationships are of the highest quality throughout the school. All the staff work well together and they know that they are part of a team. They are clear about their individual roles, aware that they all have a particular contribution to the success of the school and there is a clear willingness to ensure that the school continues to prosper.

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between adults and children. Children’s behaviour is particularly good and they enjoy

25 The pupils’ behaviour is excellent. They work well in a wide variety of situations. They show great interest in their work in lessons, behave particularly well as they move around the school and are sensitive to each others’ needs in the playground. There is clear evidence that pupils can work independently, and can work on challenging tasks in a systematic and thoughtful manner when not directly supervised. Pupils show great eagerness to learn and are frequently seen engaged in learning activities when they could have been out at play. They are at ease with each other at lunchtime and older and younger pupils get on well together at the dining tables. They are keen to talk about what they have done, and speak with clear understanding. They listen well in school assemblies, and these gatherings contribute very well to the outstanding ethos and atmosphere of the school.

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between adults and children. Children’s behaviour is particularly good and they enjoy

26 Pupils know that the adults with whom they work in school care about them and will do all they can to ensure that each pupil achieves well. The pupils respond particularly well to this very good level of challenge and care.

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development plan . The areas most likely to impact on future standards and provision

28 Developing individual targets for pupils to help them improve further standards of work. The School Development Plan shows that there is planned work for developing an individual target- setting system for pupils. The initial analysis indicates that the system is a very thorough and challenging one, which is most likely to improve the school’s ability to focus on the progress made by individuals. The implementation of the system should help to further develop the school’s ability to improve standards. Hilton Lane Primary School - 15 29 Introducing the new National Curriculum. The school has very secure plans already in place to introduce the new National Curriculum, including the ‘Foundation Stage of Learning for Under Fives’. The proposals have been carefully considered, give due recognition to time scales and are manageable.

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development plan . The areas most likely to impact on future standards and provision

30 Introduce the new Performance Management system outlined by the government. The school, in line with national proposals, has already developed an action plan to ensure that it is on course to meet national recommendations for performance management.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

31 The school has accurately identified areas for improvement within its School Development Plan and the actions already decided upon should form the future action. Hilton Lane Primary School - 16

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 30

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 29 206

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 92

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 2

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 22

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 14

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 14

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Attendance

National comparative data 94.1% National comparative data 0.5%

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Hilton Lane Primary School - 17

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 14 18 32

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys 12 12 14 Numbers of pupils at NC level 2 and above Girls 18 18 17

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Attainment at the end of Key Stage 1

Percentage of pupils School 94% 94% 97% at NC level 2 or above National 82% 83% 87%

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 12 14 13 Numbers of pupils at NC level 2 and above Girls 18 18 18

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Attainment at the end of Key Stage 1

Percentage of pupils School 94% 100% 97% at NC level 2 or above National 82% 86% 87%

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Attainment at the end of Key Stage 1

Percentages in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 2

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 14 18 32

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Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 10 10 10 Numbers of pupils at NC level 4 and above Girls 15 13 14

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Attainment at the end of Key Stage 2

Percentage of pupils School 78% 72% 75% at NC level 4 or above National 70% 69% 78%

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Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 11 12 11 Numbers of pupils at NC level 4 and above Girls 16 14 15

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Attainment at the end of Key Stage 2

Percentage of pupils School 84% 81% 81% at NC level 4 or above National 68% 69% 75%

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 0 Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 8.2 Financial year 1999 - 2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 25.12

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 474455

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Teachers and classes Financial information

Total number of education support staff 6. Expenditure per pupil 2019

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Teachers and classes Financial information

Total aggregate hours worked per week 140.5 Balance brought forward from previous year 31939

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Teachers and classes Financial information

Balance carried forward to next year 32536

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1

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Teachers and classes Financial information

Number of pupils per qualified teacher 29

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Teachers and classes Financial information

Total number of education support staff 1

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Teachers and classes Financial information

Total aggregate hours worked per week 32.5

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Teachers and classes Financial information

FTE means full-time equivalent. Hilton Lane Primary School - 19

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Results of the survey of parents and carers

My child is making good progress in school. 79 17 2 0 1

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Results of the survey of parents and carers

Behaviour in the school is good. 54 44 1 0 1

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 51 39 9 0 1

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 51 34 15 0 0

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 72 22 6 0 0

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 77 22 1 0 0

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Results of the survey of parents and carers

The school works closely with parents. 55 33 10 0 1

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Results of the survey of parents and carers

The school is well led and managed. 69 24 3 0 3

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 60 36 1 0 3

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 32 30 20 2 16

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