Holly Grove Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Holly Grove Primary is a warm and friendly place to learn. Pupils are happy and look out for each other.

The school organises them into family groups and this has helped develop positive relationships across year groups. This has also ensured that the school has a family atmosphere. Everyone gets along with each other very well.

Pupils' attendance has improved since the last inspection. Leaders have put in place rewards and celebrations to encourage children to come to school daily. Pupils behave well.

Pupils told inspectors that, although rare, bullying sometimes happens. However, if it does happen, they trust adults to listen to them. We agree that adults a...re quick to sort out any issues.

Pupils are proud to take on responsibilities, such as being an enrichment captain, school councillor or reading gladiator. They enjoy taking part in the wide range of extracurricular activities provided for them. These range from craft and gardening to music and cookery.

On Parent View almost all parents said that they would recommend the school to others. A typical comment states: 'Holly Grove is a joyful school with staff going above and beyond to enable children to thrive.'

What does the school do well and what does it need to do better?

The school has made improvements to the quality of education since it was last inspected.

Leaders have thought carefully about the school's curriculum. They are ambitious for all pupils to learn as well as they can. Plans are in place and work is already ongoing to ensure that planning is well sequenced.

This isn't yet the case in all subjects. Pupils' learning in history, design and technology, geography and religious education (RE) needs further attention. Some subject leaders do not have sufficient opportunity to check regularly on the quality of education in their subjects.

School leaders have prioritised reading, writing and mathematics. Teachers have secure subject knowledge, and planning in these subjects is well structured. This is having an impact on the school's results.

These show that pupils are making much stronger progress in reading, writing and mathematics than they did in the past.

Reading is taught well. It has a high priority because staff understand that pupils need to be able to read fluently to succeed in other subjects.

The school has been working with a local literacy hub to develop early reading. The teaching of phonics is now strong. Staff frequently check that pupils are making the progress they expect.

Staff help them to catch up quickly when they are struggling. Pupils enjoy reading. They also look forward to adults reading to them.

Pupils talk with great enthusiasm about their favourite books.

Children get off to a good start in the early years. Relationships between adults and pupils are strong.

Children are happy and content. Both the indoor and outdoor areas are well resourced and stimulating for children. They learn to play with their friends and share equipment.

For example, we saw them working well as a team to build a tower out of blocks. Clear routines help children to be independent from an early age. Parents commented that they appreciate the regular electronic updates they receive, which help them support their children's learning at home.

Pupils with special educational needs and/or disabilities (SEND) are supported very well and achieve well across the school. Teachers ensure that the curriculum is accessible to these pupils, with well-informed support plans.

Governors provide regular support and challenge to school leaders.

They have a key role in helping the school improve its performance. In this respect, they check that their spending decisions are making a difference to pupils. This can clearly be seen in the bold changes made to senior leadership, that both saved money and impacted on learning.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding in the school. This is because leaders and governors take safeguarding seriously.

All staff know what to do if they have any concerns. Regular training and staff briefings keep everyone up to date with routines and requirements.

The designated safeguarding leader takes appropriate action to ensure that pupils who are vulnerable are well supported.

Leaders make sure that the right checks are carried out on staff before they start work at the school. Pupils learn how to keep themselves safe. For example, they learn about how to look after themselves when using the internet.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders have ensured that curriculum plans in core subjects are well sequenced and planned. In some foundation subjects, such as history, design and technology, geography and RE, these plans are not so well developed. Leaders should ensure that plans for all subjects are sequenced effectively.

Leaders have plans and are taking action to address this. . Senior leaders have supported curriculum leaders to develop their subjects.

However, monitoring by some subject leaders is at an early stage of development. Senior leaders should increase opportunities for middle leaders to check the quality of education in their subjects. This would enable them to provide more support and improve their subjects more effectively.