Hill View Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
491
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
01865 815175

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(11/01/2022)
Full Report - All Reports
56%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Hill View Crescent
Banbury
OX16 1DN
01295251205

School Description

This is a school that places pupils’ well-being at the heart of all that it does. Pastoral care is strong. As a result, pupils feel safe and supported by the staff. Pupils describe the way that staff are always there to support them. Everyone is welcomed and the school is a happy community. Most pupils behave sensibly and respectfully. Staff provide effective support for any pupils who need help to manage their behaviour and emotions. Bullying or unkind behaviours are never tolerated. Everyone is encouraged to show kindness. Leaders and staff live by the trust’s motto to bring out ‘the best in everyone’. They are ambitious for every pupil to be a confident, successful learner and to benefit from a well-rounded education. Pupils value the many opportunities to enrich their learning through visits and extra activities. They enjoy school and like the way their teachers make learning interesting. Music and singing are a particular highlight of the week. Parents and carers speak highly of the school and leaders’ work to support them and their children. One parent, typical of many, commented, ‘The curriculum is rich and varied, but what is most impressive is their care and support for the whole child.’ What does the school do well and what does it need to do better? Courageous, determined leadership has steered this school community exceptionally well through the challenges of the COVID-19 pandemic. Staff are full of praise for leaders’ work. Many say that they would not want to work anywhere else. Leaders’ work to engage and support parents is exemplary. For example, they have developed the ‘community bungalow’ and provide adult education for parents. Leaders have implemented a consistent approach to teaching reading. Staff get phonics under way as soon as possible in Reception. Up-to-date training ensures that staff are confident and proficient in teaching phonics. Pupils’ books are matched to what they have learned. Leaders and staff are aware of the impact of the COVID19 pandemic. The disruption to pupils’ education has set back some pupils’ reading. As a result, they are behind the expected stage in the school’s phonics programme. Leaders are rightly focusing sharply on helping these pupils to recover lost ground. This is typically through tutoring and extra support. Throughout the school, pupils make steady gains in their reading. Teachers use wide-ranging texts to help pupils build their knowledge and enjoyment of reading. These texts form the backbone of the English curriculum. However, leaders have not identified precisely enough the step-by-step reading knowledge that pupils in key stage 2 need to learn. They have also not given enough focus to developing pupils’ handwriting. This is particularly so for pupils with special educational needs and/or disabilities (SEND). As a result, pupils are not developing this aspect of their writing well enough. Inspection report: Hill View Primary School 11 and 12 January 2022 2 The school’s curriculum is carefully considered and sequenced. Content is revisited to help pupils secure important knowledge. Mathematics is particularly well thought out. This supports pupils well in developing their mathematical understanding and fluency. The music curriculum is ambitious and is a strength of the school. The school is inclusive and leaders have high ambitions for pupils with SEND. They have a strong moral purpose, ensuring that these pupils get the help that they need. Leaders work closely with early years staff to identify children’s needs from the outset. Where necessary, they promptly put in a raft of support. This includes special programmes to help children to overcome language and communication difficulties. Teachers use their good subject knowledge to explain new content well to pupils. They model vocabulary clearly and engage pupils positively in discussions. Teachers check how pupils are doing and identify any learning gaps. On the whole, teachers design activities to match the school’s curriculum. However, this is not always the case in some subjects in the wider curriculum. This is because activities do not focus well enough on what pupils need to know. Sometimes, these limit pupils’ responses, particularly for pupils with SEND. This means that pupils are not building on previous knowledge as well as they could. Classrooms are generally settled, calm environments for learning. Staff foster warm, nurturing relationships with pupils in their care. Most pupils work with positive attitudes, responding well to their teachers’ high expectations. The school’s provision for personal development is a distinctive feature of the school’s work. The curriculum for relationships and sex education and health education is of high quality. Pupils learn about equality and the importance of valuing and respecting everyone, whatever their beliefs or background. Governance is strong and lines of accountability are clearly defined. Staff and governors benefit from trust-wide training and the opportunity to share good practice.

Hill View Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>18, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 14-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>23, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 14-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>45, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 22 responses up to 14-01-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>68, "strongly_agree"=>5, "agree"=>5, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>14} UNLOCK Figures based on 22 responses up to 14-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>32, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 14-01-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>59, "strongly_agree"=>23, "agree"=>14, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 14-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 14-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>23, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 14-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>14, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 14-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>32, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 14-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>14, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 14-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 22 responses up to 14-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>23, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 14-01-2022
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 22 responses up to 14-01-2022

Responses taken from Ofsted Parent View

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