Hillsborough Nursery & Primary School

What Ofsted said

From the inspection on 25 May 2022

Pupils at Hillsborough Primary School are polite and courteous. Their friendly dispositions make everyone feel welcome. One pupil, typifying the views of others, stated, 'If you don't have any friends outside school, you will find some in this school - everyone is friendly.' Leaders have high ambitions for all pupils. There is a positive learning culture throughout the school. Pupils are curious and engage with leaders' ambitious curriculum. As one parent commented, 'The culture of believe, belong, become is embedded and my child regularly talks about this and how it is part of everything they do in school.' Leaders are currently developing the curriculum in some subjects, such as science. Leaders have recognised that pupils are sometimes less clear about what they are learning in these subjects. Staff expect only the best behaviour from pupils. Pupils are respectful towards staff and their peers. Lunchtimes are well organised. As a result, pupils play well together. Children in early years are well cared for and enjoy school. Pupils feel safe. They trust staff to help them if they have a problem. If they do have a problem, then adults deal with it quickly. This includes bullying, which pupils say rarely happens.

What the school should improve

• In a few subjects, such as science, the precise knowledge that leaders want pupils to learn and remember is not clear. Some teachers' subject knowledge is weaker. They plan lessons that focus on the activity rather than knowledge. As a result, pupils are sometimes confused about what they are learning and remember the activity rather than the concepts. Leaders should make sure that plans set out the key concepts and knowledge that they want pupils to learn in all subjects. They should ensure that staff are clear about this. Staff should receive training on how to deliver these plans effectively so that pupils learn.
• Pupils struggle to remember what they have learned in most subjects other than English and mathematics. Teachers check what pupils know, but these checks are not designed to identify the precise knowledge that pupils can remember or understand. Gaps in pupils' knowledge is not immediately addressed. This means that misconceptions go unchecked for many months. Leaders should ensure that their assessment in the foundation subjects identifies the exact knowledge that leaders want pupils to know. Teachers should then use this information to address these gaps.

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