Henry Hinde School
| Type | Primary / Academy sponsor led |
| Age Range | 4-11 |
| Religion | Does not apply |
| Address | Cornwallis Road Bilton Rugby Warwickshire CV22 7HN |
| Phone | 01788811392 |
| Reference Number | 140372 |
The school is performing at the expected standard in leadership and governance, attendance and behaviour, early years, and personal development and wellbeing, and safeguarding requirements are met. It has handled a significant recent change well: the infant and junior schools merged in September 2026 to form an all-through primary, and new senior leaders have settled quickly. Leaders, trustees and governors have an accurate view of priorities and have acted decisively, particularly on attendance, curriculum sequencing and phonics; pupils are happy, feel safe and generally behave well. However, achievement, curriculum and teaching, and inclusion are the weaker areas. Outcomes have been below national averages for three years, including for disadvantaged pupils and pupils with SEND, and too many pupils leave Year 6 without the expected standard in reading, writing and mathematics. Basic skills are not secure across the school, writing is inconsistent, some early readers are not doing well enough, and teaching quality varies. Some staff do not check understanding or address errors consistently, subject knowledge is uneven, and support for pupils with SEND and disadvantaged pupils is not always precise or well matched to need. Leaders know this and are taking appropriate action, with improvements already visible in current pupils' work. Attendance is improving and persistent absence is falling, though it remains above national averages. The main next steps are to sharpen analysis of inclusion, attendance and behaviour, build teachers' subject knowledge, address foundational gaps quickly, strengthen writing, and ensure all staff understand what vulnerable pupils need next. Some parents have raised concerns about communication, which leaders are addressing.
General Makeup
| Number of pupils | 216 |
| Boy/Girl ratio |
Boys: 47.69%
Girls: 52.31% |
| Percentage of students eligible for free school meals | 34.3% |
| Percentage of students where English is not their first language | 28.7% |
Class Sizes
| Average size of one teacher classes | 27 |
| Average size of Key Stage 2 classes taught by one teacher | 27 |
Year Groups
| Year | Boys | Girls | Total |
|---|---|---|---|
| 1 | Unknown | Unknown | Unknown |
| 2 | Unknown | Unknown | Unknown |
| 3 | 22 | 29 | 51 |
| 4 | 19 | 24 | 43 |
| 5 | 29 | 31 | 60 |
| 6 | 33 | 29 | 62 |
Ethnicities
| Ethnicity | Percentage |
|---|---|
| White, British | 54.6% |
| White, Other | 12.5% |
| Indian | 7.4% |
| African | 6% |
| White & Black (Caribbean) | 3.2% |
| White & Black (African) | 2.8% |
| White & Asian | 2.3% |
| Asian, Other | 2.3% |
| Caribbean | 1.9% |
| Mixed, Other | 0.9% |
| Chinese | 0.5% |
| Pakistani | 0.5% |
| Overall Ofsted Rating | Needs attention |
| > Leadership & Governance | Expected standard |
| > Personal Development & Wellbeing | Expected standard |
| > Achievement | Needs attention |
| > Attendance & Behaviour | Expected standard |
| > Curriculum & Teaching | Needs attention |
| > Inclusion | Needs attention |
| > Early Years | Expected standard |
| Last Report Date | 22 Sep 2026 |
| Date | Report |
|---|---|
| 22 Sep 2026 | School inspection |
| 08 Nov 2022 | School inspection |
| 21 Nov 2018 | Full inspection |
| 03 Jul 2018 | Monitoring visit |
| 06 Mar 2018 | Monitoring visit |
| 26 Sep 2017 | Monitoring visit |
| 29 Nov 2016 | Full inspection |
Strengths
- Leaders managed the infant and junior merger smoothly, with staff and pupils settling quickly.
- Trust and school leaders have a detailed, accurate understanding of priorities and have acted quickly.
- Governance is strong, with trustees and local governors clear about roles and focused on pupils' best interests.
- Safeguarding standards are met and pupils say they feel safe.
- Pupils behave well in lessons and around school, and staff deal effectively with misbehaviour and bullying.
- Attendance is steadily improving and persistent absence is reducing.
- Early years provision is engaging and well resourced, with children settled and making steady progress.
- Personal development is broad, including British values, enrichment, trips and clubs.
- Pastoral care is effective and pupils value the support they receive.
- Curriculum sequencing has improved and mathematics teaching is becoming more consistent.
- New phonics teaching is better matched to pupils' needs.
Areas for Improvement
- Too many pupils leave Year 6 without reaching the expected standard in reading, writing and mathematics.
- Pupils' basic knowledge in reading, writing and mathematics is not fully secure across the school.
- Writing standards are inconsistent, including handwriting, spelling and punctuation.
- Some pupils in the early stages of reading are not achieving as well as they should.
- Achievement across the wider curriculum is variable because teaching effectiveness is inconsistent.
- Teaching quality varies, and some staff do not check understanding or address errors consistently.
- Some teachers lack subject knowledge, so modelling and explanations are not always clear.
- Some pupils with SEND and other vulnerabilities do not have learning adapted well enough to access the curriculum.
- SEND targets and strategies often lack precision, so support does not closely match needs.
- Pupil premium support is not consistently timely or targeted, and leaders are not always clear which strategies work.
- Leaders do not analyse attendance, behaviour and inclusion information precisely enough to identify patterns and impact.
- Some parents have concerns about communication.
How many students meet the standards
| Reading, Writing & Maths | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Pupils meeting the expected standard | 35% | ||
| Pupils meeting a higher standard | 1% |
Average Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
| Subject | School | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | 101 | ||
| Maths | 98 |
Progress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
| Metric | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | -3.4 | ||
| Writing | -5.4 | ||
| Maths | -5.4 |
How many students meet the standards
Sample
UnlockAverage Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
Sample
UnlockProgress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
Sample
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