Hollybush Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy school. They have positive and caring relationships with the adults who work with them.

Pupils generally behave well in lessons. Staff help them to talk about their feelings. There are safe spaces to go to for pupils who feel upset.

When staff talk to pupils about their behaviour, they do this in a calm and consistent way. Bullying is rare, but when it happens adults promptly act.

Leaders have reviewed the curriculum.

However, its delivery is inconsistent. The programmes of study are not always completed as intended. Sometimes, teachers do not check on pupils' understanding well enough.

This means that pupils do not always make ...the connections they might between the different things they learn. This stops them from achieving as well as they could.

Pupils enjoy roles of responsibility.

These include being a reading buddy, play leader or a duck farmer. Pupils from a young age have a very strong understanding of how to keep themselves safe, both online and in the community.

Children in the early years are happy in school.

They are confident in their routines and access activities to support their physical and emotional development. Staff identify themes that engage and promote children's interests well.

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

The school has developed a curriculum that is effectively planned and sequenced.

However, the delivery of the curriculum across the school is inconsistent. This is because not all subjects are taught as intended. This means that pupils do not always learn knowledge in a logical way.

As a result, some pupils, including those with special educational needs and/or disabilities (SEND), develop gaps in their knowledge.

Teachers do not always find out exactly what pupils know, remember and can do. Consequently, they do not always know when pupils are ready to move on to new learning.

As a result, sometimes pupils are not sufficiently challenged.

The reading curriculum is still being developed. In early reading, pupils who are falling behind are not identified quickly enough.

Because of this, some pupils struggle to blend the sounds they learn into words. Consequently, some pupils are not yet as confident and fluent with their reading as the school would like.

In the early years, the environment is calm and engaging.

There are rich opportunities to stimulate children's curiosity. Children know and follow the classroom routines well. Teachers have identified the importance of improving children's spoken language and vocabulary.

As a result, staff plan daily activities that help support the youngest children to communicate effectively. Children are supported well as they move from Nursery into the Reception Year.

Staff identify the needs of pupils with SEND accurately.

This information is used effectively to help pupils with SEND access the same curriculum as their peers. Teachers adapt lessons appropriately. However, the variability in curriculum delivery means that some pupils with SEND are not progressing as well as they might.

The school has developed 'the nest' as a separate provision for a small number of pupils with specific needs. Staff in the nest are highly trained. They provide a bespoke curriculum which enables pupils who attend to thrive.

The school has been successful at improving pupils' behaviour. A recently implemented behaviour system is ensuring that pupils' behaviour is effectively managed. This includes in classrooms and during social times.

Pupils know right from wrong. They are welcoming and friendly to visitors.

Pupils enjoy the broad range of clubs that are on offer such as musical theatre and art.

They understand that there are views and beliefs different to their own. Pupils understand the concepts of democracy and the rule of law. They are being prepared well for life in modern Britain.

Pupils speak enthusiastically about the opportunities to go on educational visits, such as whole-school theatre trips, art on location and the beach. The school provides high-quality pastoral support. All pupils know who to speak to if they have worries.

They feel well looked after here.

Staff are overwhelmingly positive about the consideration given to their workload and well-being. They value the training they receive.

They are proud to work at the school.

Governors do not consistently ask sufficiently probing questions to enable them to effectively hold leaders fully to account. This limits how well governors conduct their roles and their effectiveness in securing school improvement.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has yet to identify the important content that pupils should learn to become confident and fluent readers. Consequently, some pupils do not build their reading knowledge and skills well enough.

The school should make sure that the reading curriculum is well planned and sequenced, and that staff have the knowledge and skills to ensure all pupils can become confident and fluent readers. Teachers do not identify precisely what pupils have learned in some subjects. This means they do not always know when pupils are ready to move on to new learning.

The school should make sure that all staff have the skills to check pupils' learning so that they identify pupils' misconceptions and address them effectively.

• The governing body does not always hold school leaders fully to account, for example by asking probing questions. They governing body should ensure that it has a rigorous and effective programme for checking the work of the school and therefore holding leaders fully to account for their actions.

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