Holmesdale Infant School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is an outstanding school.

Pupils make outstanding progress in reading, writing and mathematics in Reception, Year 1 and Year 2. Standards are high, and year on year pupils' attainment is well above national averages. Teachers provide stimulating and challenging lessons, reflecting consistently high expectations for what pupils can achieve.

The behaviour of pupils in lessons and around the school is outstanding. They show respect and consideration for each other and for the adults around them. Through determined and expert leadership, the co-headteachers have sustained, and are further improving, the achievement of pupils and the quality of teaching.
<...br/>A huge enjoyment in the reading of books and the telling of stories fires pupils' imagination and encourages their creativity. The school has carefully chosen subjects, topics and themes that are of real interest to the pupils and best promote their learning. Pupils feel safe and happy in this caring school, where they become increasingly independent and able to manage their own safety.

Teachers make full use of support staff in Reception to support and extend pupils' learning, but not so well in Key Stage 1. The school grounds are used to the maximum and outdoor education is an everyday part of school life for all pupils. The school provides outstanding support for its highly committed staff, who are constantly developing their professional skills.

The governing body constructively questions leaders about the school's performance and very ably supports its development.

Information about this school

Holmesdale Infant school is smaller than the average-sized primary school. The very large majority of pupils are White British.

A very small proportion of pupils from minority ethnic backgrounds speak English as an additional language. The percentage of pupils who are eligible for pupil premium (which provides additional funding for pupils in local authority care, those known to be eligible for free school meals and pupils with families in the armed services) is below average. The proportion of disabled pupils and those who have special educational needs supported by school action is below average.

The proportion supported by school action plus or a statement of special educational needs is also below average. The co-headteachers entered a job-share arrangement in September 2012. Both give support and guidance to other senior leaders and schools in the local authority area.

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