Helsby Hillside Primary School

What Ofsted said

From the inspection on 3 March 2026

Pupils at Helsby Hillside enjoy coming to school. They arrive each morning to a warm welcome from staff and their friends. Pupils, including children in the early years, settle quickly to morning activities. They are keen to learn and appreciate the range of ways in which staff make lessons interesting. Pupils achieve well and are ready for their next steps. By the end of Year 6, pupils have the knowledge and skills that they need to move on to secondary school. Pupils who are disadvantaged and those with special educational needs and/or disabilities are typically supported to achieve well from their starting points. However, these pupils do not achieve as well as their non-disadvantaged peers. For example, in writing, some disadvantaged pupils make errors in spelling and vocabulary. Pupils are proud to be ‘Hillsiders’. They behave well. They listen carefully to staff in lessons and show the same respect when listening to their classmates. Older pupils act as positive role models to those in younger years. For example, play leaders organise games and buddies help pupils who are new to the school to settle quickly. Pupils in leadership roles make a positive contribution to the school. Peer mentors are highly regarded. They utilise their special training to lend a listening ear to pupils who may have a worry. The school council enables pupils to contribute positively to school life. Such opportunities enable pupils to begin to be prepared for life in modern Britain. Pupils enjoy a wide range of clubs such as dodgeball, cooking, gardening and choir. Pupils who are disadvantaged are supported to take part in activities alongside their friends. Pupils feel well cared for and safe. Bullying is rare but swiftly addressed if it happens. Most pupils come to school regularly, although this needs to continue to improve for a small number of pupils.

What the school should improve

• Leaders should continue to focus on improving attendance so that pupils who are eligible for the pupil premium, and those with special educational needs and/or disabilities, attend school more regularly.
• Leaders should use information from the school’s systems to guide their actions and help reduce the attainment gap so that disadvantaged pupils achieve as well as their peers.
• Leaders should ensure that staff use checks on learning more consistently to identify and address errors in spelling and vocabulary promptly, so that all pupils can strengthen their writing.

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