Holway Park Community Primary School

Highlights from Latest Inspection

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that aspects of the school's work may not be as strong as at the time of the previous inspection. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Pupils enjoy coming to this highly inclusive school.

They describe it as a place that welcomes pupils from different backgrounds, including those who speak English as an additional language, and helps them to make friends. The school has high expectations for pupils. However, the quality of education pupils receive is variable across different subjects.

Some pupils do not remember the most important knowledge an...d cannot make connections in their learning. This means they do not learn as well as they should.

Despite these shortcomings, pupils are eager to learn.

They are polite and courteous. Pupils understand the expectations for behaviour and follow them in lessons. This starts in the early years where children respond to the routines that are in place and play well together.

Staff take time to build positive relationships with pupils. This helps pupils feel safe and cared for. Pupils know they can speak to trusted adults or use their 'worry boxes' to share any concerns.

Pupils enjoy taking part in a wide range of clubs such as football, musical theatre and Spanish. They are proud to become school and eco-councillors, reading ambassadors and lunchtime monitors. They say these roles boost their confidence and make them feel responsible.

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

The school has a clear vision for what pupils can achieve. However, this vision is not yet fully realised. An ambitious curriculum is in place.

It makes clear the knowledge and skills pupils need to know and remember. However, implementation of the curriculum does not support pupils to know more and remember more as they move through the school.

Leaders accurately understand the areas needing development, particularly improving pupil outcomes, which were significantly below national averages in 2024.

They have improved the curriculum on offer to pupils. However, it is too early to see the full impact of this work.

In some subjects, there is variability in teaching.

Where teaching is effective, staff use their subject knowledge to design activities that enable pupils to build their knowledge over time. In mathematics, for example, pupils confidently use their prior knowledge of number when solving multiplication problems. However, where this is not the case, teachers present too much information at once or do not design learning activities that help pupils learn the intended curriculum.

In addition, some teachers do not check well enough what pupils know before moving on to new content. This means some pupils have gaps in their knowledge and do not progress through the curriculum as well as they should.

The school prioritises the teaching of early reading.

Staff use their training to deliver the phonics programme effectively. In the early years, staff model new sounds clearly. Most children learn and remember sounds well because of this.

Pupils who find reading more challenging receive the right support, which helps them to catch up quickly. Pupils enjoy reading. They say that it 'grows their imagination'.

As they move through the school, pupils read with increasing fluency and accuracy.

The school has robust systems in place to swiftly identify the needs of an increasing number of pupils with special education needs and/or disabilities (SEND). It works with a wide range of professionals to ensure that these pupils get the help they need.

Staff in the specially resourced provision for pupils with SEND (specially resourced provision) use their skills to tailor the curriculum precisely around pupils' complex needs. Most pupils learn and achieve well because of this.

Pupils display positive attitudes to their learning.

Children in Reception share their learning eagerly with visitors. Pupils behave well during social times and enjoy the activities on offer to them.

The school monitors pupil attendance with rigor.

It works closely with parents and carers and pupils where attendance is a concern. The attendance for some of the most vulnerable pupils and their families is improving because of this. Despite this, persistent absence remains high.

The school needs to continue its work to ensure that these pupils attend school more regularly.

The school's personal development offer is an integral part of its work. Pupils meet the police, which helps them to learn about people who help them.

They understand why fundamental British values, such as tolerance and democracy, are important. Pupils talk with maturity about issues such as discrimination and equality. They develop their character by singing at a local care home.

Governors share the school's vision. They provide appropriate challenge and support to the school. Staff appreciate the way in which everyone works closely together.

They know that the school understands the pressures they face, and they value the training they receive, which develops their expertise.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is some variability in how effectively the curriculum is delivered.

At times, teachers present pupils with too much information or select learning activities that do not help pupils learn the intended knowledge. This prevents pupils from building the depth of knowledge they are capable of over time. The school should ensure staff are supported in developing subject-specific expertise to enable them to implement the curriculum effectively.

• In some subjects, teachers' checking of what pupils have learned is not as effective as it could be. Consequently, some pupils struggle to remember key knowledge and skills they have learned. The school should ensure that all staff check pupils' understanding and retention of key knowledge and language so pupils can apply it to future learning.

• The attendance of some pupils is still too low. These pupils do not learn the curriculum well. The school needs to continue the work it is doing to improve the attendance of pupils who are persistently absent.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in September 2019.