|Name||Holbrook Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 February 2017|
|Address||The Street, Holbrook, Ipswich, Suffolk, IP9 2PZ|
|Religious Character||Does not apply|
|Number of Pupils||173 (49% boys 51% girls)|
|Number of Pupils per Teacher||21.1|
|Percentage Free School Meals||4%|
|Percentage English is Not First Language||0.6%|
|Pupils with SEN Support||6.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school meets the government’s floor standards for the minimum that pupils should achieve by the time they leave the school at the end of Year 6. Holbrook is a predominantly White British, smaller than average primary school which attracts a growing number of pupils from outside its catchment area. A growing proportion of pupils join the school at times other than the start of the academic year, and at different points throughout key stage 2. The proportion of pupils with special educational needs and/or disabilities is below the national average, as is the proportion of pupils who are disadvantaged. The proportion of pupils who speak English as an additional language is below the national average.
Summary of key findings for parents and pupils
This is a good school The headteacher leads with passion and commitment. The school is a caring community, where the needs of pupils are at the heart of everything the school does. Leaders and governors know the strengths and weaknesses of the school. Monitoring however, has not always been as rigorous or regular as it could be. As a result, improvement plans do not always accurately identify emerging priorities or evidence actions taken. Since the previous inspection, attainment at the end of key stages 1 and 2 has been above the national average. The vast majority of current pupils are making at least expected progress across the school, with an increasing proportion making good progress in writing and mathematics. Reading, however, lags behind in key stage 2. The teaching of phonics is consistently strong and pupils do better than others nationally in the Year 1 check. Children in the early years get off to a flying start to their education. As a result of excellent provision, children make good progress and are very well prepared for their move to Year 1. Teaching is good and teachers regularly check pupils’ learning during lessons. They provide pupils with careful explanations to move their learning on. Leaders new to post are beginning to check on the accuracy of teachers’ assessments. Their use of the information that the school gathers is still developing. New leaders are keen, able and willing to undertake their roles. This will undoubtedly ensure that responsibility is more evenly distributed among the leadership team. Improvements in the teaching of mathematics are having a discernible impact on raising pupils’ progress and improving mathematical understanding across the school. Pupils’ personal development and welfare are good. Pupils’ behaviour in lessons and around the school is very good. They are polite, well-mannered and respectful of each other and adults. Leaders’ records of concern that adults may have about pupils’ safety are not always clearly recorded or regularly monitored. The high-quality curriculum gives pupils a very broad range of experiences across many subjects. Pupils and parents particularly value the enrichment activities, both in this country and abroad, that leaders arrange. The school spends additional money for disadvantaged pupils and those who have special educational needs and/or disabilities effectively. As a result, the majority of these pupils make good progress.