|Name||Hollybush Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||19 June 2019|
|Address||Fordwich Rise, Hertford, Hertfordshire, SG14 2DF|
|Religious Character||Does Not Apply|
|Number of Pupils||212 (52% boys 48% girls)|
|Number of Pupils per Teacher||18.9|
|Percentage Free School Meals||19.7%|
|Percentage English is Not First Language||5.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
A new headteacher and leadership team has been established since the previous inspection in 2015. The vast majority of pupils in the school are white British. The percentage of pupils eligible for free school meals is in line with national averages. The percentage of pupils with SEND is below national averages. The percentage of pupils with an education, health and care plan is below the national average.
Summary of key findings for parents and pupils
This is a good school School leaders have worked effectively to build a team of knowledgeable and skilled teachers who are raising standards across the school. The senior leadership team has driven changes which are having a positive impact on outcomes for pupils. Behaviour is good. Pupils work well together and respect their teachers and each other. Relationships across the school are very strong. Most teaching, learning and assessment are effective. Teachers have high expectations about what pupils can achieve. There is a determination to ensure that pupils make good progress and achieve well. Additional support for pupils with special educational needs and/or disabilities (SEND) is very effective in enabling pupils to have access to the whole curriculum, make progress from their starting points and fully engage in school life. Pupils have positive attitudes to learning, they listen to their teachers attentively and most pupils present their work well. Children get a very positive start to school life in the nursery and reception classes. Staff are experienced and knowledgeable about how young children learn. They work in partnership with parents to ensure that children achieve their very best across the whole curriculum. The proportion of children that meet and/or exceed the early learning goals (the expectations set for children at the end of Reception Year) is higher than the national average. As a result, children are well prepared for the next stage of their education. Leaders work effectively with others, including the local authority, to ensure that their own self-evaluation of the school’s effectiveness is accurate. They are quick to address areas for improvement. The phonics curriculum is planned and taught well. Pupils make good progress and acquire decoding skills quickly. However, for a few pupils in key stage 2, reading fluency is not as well developed and this hinders their progress. Some do not enjoy enough opportunities to read in their own time. Pupils enjoy a rich range of learning experiences in the curriculum. The curriculum in a few subjects is not yet fully developed so pupils can make the best progress in these subjects. Leaders are not consistently precise in using assessment information to measure the impact of their actions or to identify where a few pupils may benefit from additional guidance or support.