Hilderthorpe Primary School

What Ofsted said

From the inspection on 27 January 2026

Positive, lively interactions are part of day-to-day life for pupils. They feel well known and supported by adults. Pupils say the school is friendly and that they feel safe and cared for. Pupils are confident that staff listen to them and act if they have concerns. Pupils explain that, when rare incidents of bullying are reported, staff deal with them quickly and resolve any issues. The school day starts calmly and with clear, consistent routines. The youngest children arrive happily, follow routines independently and settle quickly into purposeful activities. Across the school, staff help pupils manage their emotions and engage positively in learning. The 'soft-landing' session helps pupils begin the day in a settled and positive way. Despite leaders' work with families to improve attendance, many pupils continue to miss too many days of school. Pupils value the pastoral and wellbeing support they receive, particularly those who have additional needs. For example, a lunchtime club in the library provides a calm space with activities such as reading, creative play and construction materials. Pupils use this space purposefully and say it helps them feel settled and included during less structured times of the day. Pupils enjoy their learning and engage actively in lessons that are generally well matched to their needs and abilities. Teachers typically check pupils' learning and understanding so that they can respond to any gaps. Typically, pupils achieve well in reading, writing and mathematics. An emphasis on vocabulary, right from the start, helps pupils describe their learning in detail. Children in the early years talk about what they have learned with accuracy and enthusiasm. Pupils recall some aspects of the wider curriculum less well because they do not always have enough opportunities to revisit and embed new learning.

What the school should improve

• Leaders should further strengthen their work to help families and pupils understand the importance of regular attendance and how this affects pupils' future opportunities. Through this, leaders should increase the proportion of pupils who attend school regularly. • Leaders should ensure that the key knowledge that pupils need to know and remember in wider curriculum subjects is clearly identified and sequenced. They should ensure that pupils revisit prior learning so that they build secure understanding over time.

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