Co-op Academy Hillside

What Ofsted said

From the inspection on 28 April 2026

Pupils, including those with special educational needs and/or disabilities (SEND), feel happy and safe at this calm, supportive school. They have a proper chance to feel that they belong, some for the first time in their education. Leaders and staff act to help pupils to successfully overcome challenges in their lives. Staff are very interested in pupils as unique individuals. Pupils’ own words or other ways of communicating their needs and ideas are valued by the kind, caring staff. Pupils learn to trust their instincts when under pressure. This is because staff help pupils to develop important habits and the skills to use when situations are unexpected or difficult. At this school, staff’s support for pupils’ learning and wellbeing is well thought out. Pupils’ successful learning begins in the early years. From their starting points, pupils make positive strides forward in their skills and knowledge. This success includes the significant progress made by pupils who attend the school’s specially resourced provision for pupils with SEND. Mostly, in reading, writing and mathematics, pupils attain similarly to other pupils nationally. Many pupils attend school regularly. Those who arrive with low previous attendance from their time at other schools quickly discover that they want to be at this school. Leaders and staff want this for pupils too. Pupils can be themselves here, as well as make friends. They enjoy their lessons, as well as clubs such as chess, cricket and crochet. Pupils benefit from special experiences, for instance trips to the cinema or to the beach at New Brighton. Pupils behave sensibly, including in learning activities. They love the chance to go trampolining if they receive a 'golden ticket’ for their positive behaviour. Pupils do not worry about bullying because staff act swiftly to halt any unkindness between pupils, if it arises.

What the school should improve

• Leaders should further refine staff’s checks of pupils’ learning to more effectively identify what pupils know and remember, to inform teaching so that pupils achieve as well as they can.
• Leaders should ensure that their recent revision to the curriculum and teaching for writing continues to improve pupils’ handwriting, grammar and punctuation.
• Leaders should continue with their recent and increasingly successful work to ensure that all pupils attend school when they should.
• Leaders should build on pupils’ existing knowledge, so they develop a more detailed understanding of fundamental British values and protected characteristics.
• Leaders should ensure the continued improvement of early years, and of inclusion, to achieve and sustain exceptional standards of support and teaching that have a transformational impact on the outcomes and experiences of all children and pupils.

Read the full Ofsted report (opens in a new tab)