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Pupils are very proud to attend Holmes Chapel Primary School. They are greeted warmly each morning by staff and the school's therapy dogs, Barra and Skye. Pupils' behaviour is exemplary.
They know the three school rules well. Pupils are 'kind, safe and respectful' in all that they do. This makes for a purposeful atmosphere that permeates the school so that pupils are ready to learn.
The school expects pupils to achieve well, and they do. Pupils leave the school well prepared for the next stage in their education. This goes beyond pupils' academic achievement.
The school encourages pupils to be compassionate and responsible citizens. They care about their scho...ol and wider community.
Pupils are helped to develop their skills and talents.
They attend a wide range of clubs such as coding, singing and drama. Pupils relish the regular visits to museums, theatres as well as the local forest and river. These trips give pupils first-hand experiences that bring learning to life.
Pupils benefit from many opportunities to develop their leadership skills. School councillors, for example, help to organise charity fundraising events and well-being officers encourage younger pupils to play harmoniously in the playground.
What does the school do well and what does it need to do better?
The school has an ambitious curriculum.
It sets out the most important knowledge that pupils should learn from the early years to the end of Year 6. The school has carefully considered the ways in which it can help pupils to learn well. Staff design lesson activities that enable pupils to make sense of new concepts.
They use their expertise to ensure that pupils commit this knowledge to their long-term memory. Staff carry out checks on how well pupils have learned and remembered what they have been taught. Staff use this information to identify the most appropriate next steps.
Pupils talk confidently about what they have learned. In the main, pupils' work is of a high standard.
The teaching of early reading and phonics has a high priority.
The phonics programme begins swiftly when children start in the Reception Year. Well-trained staff teach the letters and sounds that children need so that they can begin to learn to read. In addition, children enjoy discussing books during story-time.
As pupils move through Years 1 and 2, they become more accurate readers. By the end of Year 6, pupils read with fluency and expression. They can talk about books and authors that they like.
However, some pupils do not keep up with the phonics programme. This is because they are not ready to learn the same sounds as the rest of the class and so cannot access this learning. Although these pupils receive additional support which is better matched to their needs, they do not learn to read as well as they might.
Pupils behave exceptionally well. They listen very carefully in class, valuing one another's thoughts and ideas. For example, children in the Reception class learn to take turns in discussions.
At breaktime, pupils love to play with their friends. Older pupils help to look after their younger 'buddies'. This helps pupils to feel a sense of belonging.
Pupils with special educational needs and/or disabilities (SEND) are identified early on. Staff make adaptations to their teaching so that pupils can access the same learning as their peers. This means that, in the main, pupils with SEND learn well.
The personal, social and health education curriculum is well thought out. Lessons help pupils to develop their confidence. They are encouraged to share and discuss their own opinions while being receptive and accepting of the opinions of others.
This promotes high levels of mutual tolerance and respect. Skilled staff support pupils to develop a critical understanding of issues beyond their local community. Pupils understand the fundamental British values and why they matter.
Pupils show empathy for their peers who may need additional support. They know about healthy relationships and how to be a good friend. There are many opportunities for pupils to learn new skills.
For example, each pupil in Year 4 learns a musical instrument. They were proud to perform to parents and carers at an international concert venue.
The vast majority of pupils have high levels of attendance.
For a small number of pupils where this is not the case, the school offers support to their families to help these pupils to attend better.
The local academy committee and the trust know the school well. They ensure that school leaders have the appropriate support and challenge that they need to drive improvement.
Staff appreciate the support that they get from those responsible for governance for their professional development, workload and well-being.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• A small number of pupils at an early stage of reading struggle to keep up with their peers.
This hinders how well these pupils learn to read. The school should ensure that these pupils receive timely and effective support matched to their needs. This support should enable these pupils to learn to read accurately and fluently.
