|Name||Hollingwood Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||07 November 2017|
|Address||Hollingwood Lane, Bradford, West Yorkshire, BD7 4BE|
|Number of Pupils||457 (52% boys 48% girls)|
|Number of Pupils per Teacher||21.8|
|Academy Sponsor||Pennine Academies Yorkshire|
|Percentage Free School Meals||16.3%|
|Percentage English is Not First Language||54%|
|Pupils with SEN Support||12.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a larger-than-average-sized primary school. The Nursery has separate morning and afternoon sessions. The majority of pupils are from minority ethnic groups and speak English as an additional language. The proportion of disadvantaged pupils supported by the pupil premium is broadly average. The proportion of pupils who have SEN and/or disabilities is average. The school meets the government’s floor standards, which are the minimum expectations for attainment and progress in English and mathematics by the end of Year 6. The school meets the requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school The headteacher is well supported by a highly regarded deputy headteacher and some strong subject leaders. The school has largely addressed the areas for improvement since its previous inspection but monitoring and evaluation is not always sharp enough. Governors actively challenge leaders, holding the school to account. They have a good understanding of the school’s strengths and weaknesses in teaching and learning. Well-targeted professional development has improved the quality of teaching, particularly of the oldest pupils. Collaborative working with other schools and sharing of good practice has developed the leadership capacity. Pupils achieve well at the end of key stage 2, particularly in writing and mathematics. Improvements to the teaching of reading are beginning to pay off, particularly for the younger pupils. Pupils of all ages enjoy reading. The youngest children, many with limited English, get a good start in the school’s Nursery; they are confident and enjoy school. Good provision in the Reception classes ensures that pupils continue to acquire the necessary language skills to communicate effectively and prepare them for Year 1. The pupil premium funding is used effectively to ensure that disadvantaged pupils achieve well. Good-quality teaching supported by additional group work means they make good progress. Provision to support the pupils who have special educational needs (SEN) and/or disabilities is effective. These pupils make good progress and are fully included within the school. Pupils behave well and show good attitudes to learning. Their improved rates of attendance reflect pupils’ positive commitment to their education. The school puts a high priority on pupils’ welfare. Procedures for safeguarding pupils are effective. As a result, pupils say they feel safe and parents agree. The curriculum provides a broad range of interesting topics. Lessons are well planned so pupils apply their literacy skills in other subjects. Pupils are not always developing their skills or deepening their knowledge in some of the foundation subjects. Expectations of what the most able pupils can do are too low. Sometimes work they are given lacks challenge.