Holton St Peter Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy their time at Holton St Peter Primary School. They say that their school is a happy place where everyone is friendly.

Pupils speak excitedly about the subjects they study. Pupils told inspectors that teachers are helpful and make learning fun. Many parents who gave us their views agree.

As one parent said, 'I am really happy with all aspects of Holton School and have nothing but praise for the teaching staff.'

Pupils feel safe at school. They use the school's values of 'be ready, be respectful, be safe' to guide how they should get on together.

Pupils can explain what they would do if they had any concerns or worries. They say that bull...ying rarely happens at their school. If it did occur, they are confident that adults would sort out any problems quickly.

Staff have high expectations of pupils. Pupils work together well. They are attentive and listen to the opinions of others while working in class.

Pupils are polite and courteous to those who visit the school.

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

Leaders have a clear vision for this small school. The headteacher has established a strong and cohesive team.

Every staff member plays their part in helping pupils to achieve their best. Leaders know the school well. They understand where the school is successful and what they need to do to make it even better.

Leaders have thought carefully about their plans for the curriculum. Curriculum plans, including the early years, identify in each subject the things pupils need to know. Leaders' chosen approach ensures that pupils cover the content of the curriculum while working in mixed-aged groups.

Some of the plans are still quite new. Not all leaders have had the opportunity to check how well their subject is being taught.

Teachers plan activities that engage pupils' interests.

This helps pupils to remember their learning. In science, for example, pupils were able to recall facts about volcanic eruptions because they remembered previous experiments. Teachers ask questions to check pupils' understanding and address any misconceptions.

However, pupils' presentation of their work is inconsistent. Some teachers do not ensure that pupils write neatly and accurately. Consequently, in subjects such as history and geography, errors in pupils' work are not addressed.

Leaders have ensured that there is a consistent approach to teaching phonics. From the start of school, children start to identify initial letter sounds, such as those on class labels and for their own names. Well-structured teaching quickly develops children's confidence in using phonics to read.

Adults ensure that pupils at risk of falling behind receive the precise support they need to keep up. Regular story times and book areas in all classes promotes pupils love of reading effectively.Pupils with special educational needs and/or disabilities (SEND) have the same opportunities to access the ambitious curriculum as their classmates.

Teachers are supported well by the special educational needs coordinator (SENCo). They adapt their plans to ensure that the school's curriculum meets the needs of pupils with SEND effectively.

Pupils develop their talents and interests through a variety of clubs and activities.

These promote pupils' knowledge of how to keep healthy, whether physically or emotionally. Pupils regularly hold debates about current topical issues, such as climate change and caring for others. They think of different ways to raise money for local charities and take on various roles, such as reading buddies and class monitors, or participate in the pupils' parliament.

Leaders have identified fifty things pupils at Holton should experience before they leave the school. This contributes well to pupils being prepared for life in modern Britain.

Leaders from the Asset Multi-Academy Trust and local governors are well informed about the school's priorities.

They check whether leaders' actions are making a difference to improving the school. The trust has ensured leaders meet regularly to share knowledge and expertise. They provide regular professional development and training for all staff.

Staff appreciate these opportunities as it helps to them to carry out their roles effectively.

Safeguarding

The arrangements for safeguarding are effective.

Staff have been well trained in safeguarding matters.

They know what to do if they have any concerns about pupils' safety. They are vigilant for any signs of abuse and report concerns, no matter how small. Leaders keep careful records.

They act quickly on the information they receive. Leaders ensure that vulnerable pupils and families receive the help they need.

Pupils understand how to keep themselves safe.

They know how to use the internet safely and report any worrying signs to adults. The curriculum teaches pupils about keeping themselves safe and how to manage risks.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have ensured that most of the curriculum is designed so that teachers understand what pupils need to know.

Some plans, such as history and geography, are new. Subject leaders have not had the opportunity to evaluate how well these plans are working. Leaders must ensure that all subject leaders have the skills and time to fulfil their roles effectively in monitoring their areas of responsibility.

Not all teachers insist upon leaders' high expectations of how pupils present their work. At times, this leads to repeated errors in pupils' work because they are not accurate with their recording. Leaders must provide teachers with clear direction and check that pupils' work is presented to the high standards they expect so that errors are addressed.