Holme CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to be part of this 'small but mighty' school. They love the community feel, where everyone grows and learns in harmony.

Good relationships are at the heart of the school. Older and younger children play happily together. From the early years, children look out for each other.

Pupils show consideration and compassion. They trust staff to understand and care for them. This helps pupils to feel safe and confident.

Pupils know the behaviours that adults expect. Rules are clear and fair. Pupils understand the importance of behaving well and working hard.

They do their best to listen carefully to their teachers. Everyone tries hard and get...s on with the tasks set in class. At breaktimes, there is something for everyone to enjoy, from relaxing on a beanbag with a good book to creating and performing dances with friends.

There is a range of well-attended clubs. Before- and after-school care starts and ends each day with games, friendship and fun. Pupils enjoy attending sports clubs, such as gymnastics and dodgeball, and other clubs such as bracelet making or construction.

These allow pupils to develop their talents and interests. Trips and visitors help pupils to understand and remember their learning.

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

The school has put in place an ambitious curriculum for all pupils, including pupils with special educational needs and/or disabilities (SEND).

This clearly sets out what pupils will learn at each stage as they move through school. This starts from Reception, where children develop their early skills and curiosity ready for their next steps in learning.

In most subjects, teachers put curriculum plans in place well.

They introduce new ideas clearly. They provide many opportunities for pupils to make links with, and revisit, previous learning. Pupils eagerly discuss new ideas in pairs and small groups.

They get plentiful opportunities to apply what they know in tasks that help to deepen their understanding. The trust provides support for subject leaders to strengthen their expertise. In these subjects, pupils achieve well.

In a few subjects, the school has introduced curriculum plans more recently. Adults are developing their expertise to teach these plans well. In these subjects, older pupils have some gaps in what they know from the previous curriculum.

While pupils enjoy their learning, they achieve less well in these subjects.

Pupils with SEND learn alongside their peers in class. They are well supported in lessons.

Teachers adapt tasks where required. They provide extra time, equipment and explanations to help with understanding. Teachers and other adults give pupils with SEND the extra practice and time needed to learn new ideas.

The trust provides support for staff to seek advice and share good practice for pupils with SEND.Systems to evaluate the progress of pupils with SEND are not well developed. As a result, leaders do not know where the extra help is most effective and where it may need to adjustments.

Pupils achieve well in reading. The school has introduced a structured curriculum for reading. Children in the Reception class quickly start to apply their phonics knowledge by reading books that are well matched to what they know.

Teachers spot anyone who needs more help and put this in place. Pupils rapidly become confident readers. Older pupils share challenging texts attentively.

They enjoy the high-quality books read to them by their teachers.

The calm, respectful school culture starts from the clear vision and guidance for behaviour set by the trust. The school's routines and expectations are regularly reinforced.

This ensures that everyone knows the high standards expected. The few pupils who need extra help to manage their behaviour get the right, personalised support to help them do so.

The school places a high value on teaching pupils to do 'the right thing'.

Pupils act as 'learning detectives'. They get training to consider and look out for core values such as resilience and resourcefulness around the school. Pupils are tolerant and inclusive.

They reflect on their learning and on issues from history and current affairs. Pupils learn to stay safe online and about healthy lifestyles. The school council models the democratic process.

They gather suggestions and work with school leaders to make improvements in school.

Staff feel part of a supportive team. They appreciate the opportunities for professional development and collaboration provided by the trust.

Leaders at every level are considerate of well-being. The whole team works effectively to keep everyone safe and to bring about continued improvements.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum clearly sets out what pupils are to learn, but in a few subjects, some pupils do not remember what they have previously been taught or do not apply their new learning well. They do not achieve as well in these subjects as they do in the rest of the curriculum. The school should ensure that all adults have the expertise they need to deliver the curriculum in place effectively.

• Systems to plan and evaluate the support for pupils with SEND are not well integrated. As a result, leaders find it hard to check what is in place and to know how well it is working. The school should ensure that plans and provision for pupils with SEND are evaluated fully so that leaders know what is working well and where adjustments may be required.