|Name||Hilderthorpe Primary School|
|Address||Shaftesbury Road, Bridlington, YO15 3PP|
|Religious Character||Does Not Apply|
|Number of Pupils||381 (50.4% boys 49.6% girls)|
|Number of Pupils per Teacher||18.4|
|Local Authority||East Riding of Yorkshire|
|Percentage Free School Meals||49.2%|
|Percentage English is Not First Language||6.0%|
|Pupils with SEN Support||13.6%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
The school is larger than the average-sized primary school. The proportion of disadvantaged pupils supported through the pupil premium is well above average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and those children who are looked after by the local authority.
Almost all pupils are White British. The vast majority of pupils speak English as their first language. The proportion of pupils who have support for special educational needs and/or disabilities is average.
The proportion of pupils with a statement of special educational needs or an education, health and care plan is average. The proportion of pupils joining or leaving the school at other than the usual times is well above average. In the early years, flexible provision is provided for the children in the Nursery to meet parents’ choice.
In Reception, children receive full-time education. The school meets the government’s current floor standards, which are the minimum expectations for attainment and progress in reading, writing and mathematics by the end of Year 6. The school organises a breakfast club.
The school meets requirements on the publication of specified information on its website. The school holds the Investors in Pupils Award and a School Games Gold Award.
Summary of key findings for parents and pupils
This is a good school The headteacher has high expectations of pupils and staff.
As a result, pupils’ outcomes and the quality of teaching have improved over time and are good. Systems for checking teachers’ performance and the performance of middle leaders are good. Clearly identified professional development and support for staff have resulted in good teaching and good subject leadership.
Pupils, including disadvantaged pupils, make good progress in reading, writing, mathematics and in a wide range of subjects. Teachers set work that matches pupils’ needs and abilities. Work set challenges pupils well, including the most able.
Teaching assistants make a strong contribution to pupils’ good progress. Pupils behave well around the school, have good attitudes to learning and are aspirational. The teaching of early reading skills is highly effective.
Spiritual, moral, social and cultural education is a strength of the school. Pupils are friendly and treat adults and each other with respect. Leaders have made sure that there are excellent safeguarding procedures in place to protect pupils.
Pupils say they enjoy school and that they are safe in school. The provision in early years is good. Children make good progress because of good leadership and good teaching.
Governors have supported and challenged leaders well. They hold leaders to account for their work and ensure that teaching and pupils’ outcomes are good. Parents have a high level of confidence in the school’s work.