Hillside Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
182
AGES
2 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

This school was closed.

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
0151 606 2000

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
(09/05/2017)
Full Report - All Reports
29%
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)
Ridgeview Road
Prenton
CH43 9HG
01516779960

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You ensure that Hillside Primary School is a delightful place to learn where pupils behave well and take pride in their learning. Right across the school, you cultivate a vibrant and purposeful learning environment. Pupils enjoy their lessons and adults enjoy teaching them. As a result of continued good teaching, coupled with your programme of rich extra-curricular activities and your striking commitment to pupils’ spiritual, moral, social and cultural development, pupils continue to flourish in your care. Without doubt, you educate pupils to be resilient and resourceful individuals. You clearly fulfil your mission to enable pupils to grow and develop ‘loving learning, loving life’. You, your leadership team and the governing body continue to ensure that pupils achieve well at Hillside Primary School. This is because you and your governors have a sharp insight into the quality of education that the school provides. You evaluate the strengths and weaknesses of the school with honesty and exactitude. Your school improvement plan reflects precisely the areas for improvement that will improve the quality of education for your pupils. You are not afraid to take calculated risks to improve the quality of teaching, learning and assessment across the school. You and your leadership team believe that to maintain the status quo is just not acceptable. One such example of your willingness to make calculated changes is your drive to overhaul the teaching of mathematics. This is so that pupils can make better progress and achieve to a higher standard. Now your staff ensure that the development of pupils’ problem-solving and reasoning skills are at the heart of every mathematics lesson. Problem-solving was a key area for improvement at the previous inspection. Since you have overhauled provision in mathematics, teachers and pupils have a renewed passion for the subject. Pupils say that they love mathematics and teachers describe the ‘buzz’ in the staffroom as they discuss and debate how best to teach the topics. You acknowledge that now is the time to enhance and embed pupils’ skills in reasoning and problem-solving skills in mathematics. This is so that pupils make even more progress and achieve at a higher standard. Aside from problem-solving, since the previous inspection you have also ensured that the progress made by the least able pupils continues to improve. In 2016, in every subject except writing, the least able pupils made good or better progress, which is a significant improvement. Not content with this, you have insisted that the provision for writing now improves. Across the school, teachers routinely plan resources that support and challenge pupils so that they can achieve well, regardless of their starting points. You have also renewed and reinvigorated teachers’ approach to teaching writing because you knew that this was the weakest area, especially for the least able and for boys. Now pupils are inspired to write and they achieve well. Another improvement priority from the last inspection was to extend learning for the most able pupils. You and your staff have embraced this challenge and the most able pupils achieve above the national average in reading and writing and around the national average in mathematics. Leaders ensure that teachers use effective questioning techniques to stretch and challenge pupils’ conceptual understanding. Pupils habitually complete higher-order extension activities in their subject journals. To raise expectations even further, you now ensure that middle-ability pupils are also stretched in the same way as higher prior-attaining pupils. While provision for the most able and least able has been improved since the previous inspection, you acknowledge that the achievement gap between boys and girls has not yet been eradicated. Until recently, boys have performed less well than girls, especially in the early years and across the school in writing. You recognise that a key priority for leaders is to continue to build on the work that has already been started to diminish the gender gap. Your action plans accurately reflect this and your systems to monitor provision rightly focus on evaluating the impact of your actions to improve the progress and attainment of boys. One way you have already begun successfully addressing the gender gap is in the early years. You have recently acquired the pre-school because you recognise the importance of supporting the development of your children from a very early age. You and your early years leader are personalising programmes for two- and threeyear olds so that gaps in development, particularly for boys and disadvantaged children, close. During the inspection, you acknowledged that, despite the positive changes already made to provision, you still need to accelerate further the progress and development of boys and disadvantaged children in the early years.

Hillside Primary School Parent Reviews



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