Ofsted Report

Introduction

Ofsted (the Office for Standards in Education) is responsible for inspecting the standards of independent and state schools, local education authorities, child day care and child-minding in England. For more information, visit Ofsted's website.

This page shows a summary of the Ofsted inspection carried out at Hollingwood Primary School in December 2006. For the full report, please view the full document (as a PDF file).

To grade schools performances, Ofsted uses the following system:
Grade 1 - Outstanding
Grade 2 - Good
Grade 3 - Satisfactory
Grade 4 - Inadequate

Description Of The School

This is a larger than average school serving an area of mixed housing in Hollingwood. The proportion identified as entitled to free school meals is low, as is the proportion of pupils of other than White British origin. Very few pupils are known to speak a language at home other than English. More pupils than in most schools have learning difficulties and statements of special educational need. Indicators suggest many pupils come from disadvantaged backgrounds. The school has an Investor in People Award, 'ActiveSports' Award, a Basic Skills Award and Anti-Bullying Award, and is a Health Promoting School.

Overall Effectiveness Of The School (Grade 3)

This is an improving school which is providing a satisfactory standard of education. Staff and governors see their school as being at the heart of its community and everyone is working together to improve the quality of the education provided for its children. The school takes care to meet the pastoral needs of pupils, keeping them safe and happy and ensuring they enjoy their time at school. Pupils develop satisfactory personal skills. They learn how to keep safe and work for the 'ActiveSports' Mark, and the Healthy Schools Award has helped them develop a sound understanding of how to make healthy lifestyle choices. They are successfully taught that they can make a difference to the lives of others.

Children enter the school with levels of knowledge and understanding similar to national expectations. They make a satisfactory start in the Nursery and Reception classes and by the time they enter Year 1 they have made satisfactory progress with most achieving the standards expected for their age. Standards at the end of Year 2 had been improving over recent years though there was a dip in 2006. They are now similar to those found in most schools, representing satisfactory progress. Standards in the Year 6 national tests began to decline in 2001. In 2004 and 2005 they were significantly below most schools, representing considerable under-performance. However, teaching and the academic guidance of pupils have improved greatly, resulting in better standards and progress in 2006. Pupils are currently achieving satisfactorily in Years 3 to 6. Those with learning difficulties make similar progress to their peers.

Teaching is satisfactory overall. Teachers promote good relationships with pupils and are now making better use of assessment information to plan activities. The impact of this has yet to be seen over time and there is still not enough good teaching to ensure that all pupils progress well. Pupils are now much clearer about what they need to do to improve their work and the school is beginning to use the useful information it collects more effectively to ensure that they are challenged and supported to achieve. The curriculum promotes pupils' personal development effectively and offers some enrichment but it is not interesting and stimulating enough. Aspects of the school environment are not conducive to the development of positive and enthusiastic attitudes to learning. For example, the corridor used as a teaching area, the toilets and one of the playgrounds are in a poor condition. The school has recognised these shortcomings and appropriate plans are in place to address them.

Staff have worked hard over recent months to put measures in place to improve academic achievement. However, it is too early to see the full impact of these. Though self-evaluation is satisfactory, the work of all school leaders is not rigorous or focused enough on developing sharp procedures to deliver improvements and this slows progress. A significant number of parents who responded to the inspectors' questionnaire are not confident that leaders of the school respond appropriately to their concerns. However, the school has demonstrated that it has made satisfactory improvement since the last inspection and therefore that it has satisfactory capacity to improve further. It offers sound value for money.

What The School Should Do To Improve Further

Achievement & Standards (Grade 3)

Children make a sound start in the Nursery and Reception classes, making satisfactory progress and being currently on target to achieve the standards expected of them by the time they enter Year 1. The results of teacher assessments at the end of Year 2 in 2006 were down on previous years but represented satisfactory progress in Years 1 and 2 for these pupils, a picture which looks likely to be repeated in 2007. After a decline in standards and progress from 2001 they were particularly low in 2004 and 2005 and a significant proportion of pupils underachieved, results at the end of Year 6 improved in 2006. Evidence at the time of the inspection suggests that achievement continues to improve and that standards and achievement overall are satisfactory due to improved teaching and sharper systems for monitoring progress and setting pupil targets. These systems are not yet fully embedded.

Personal Development & Well-Being (Grade 3)

Most pupils enjoy school. They arrive happily and willingly take part in activities. Pupils' attendance is satisfactory; the school tries hard to reduce the number of absences. A developing programme of personal and social education, out of school sports activities and work with the School Sports Partnership help pupils keep healthy and safe. They have opportunities to take responsibility around the school, for example, in weekly class councils or as playground friends. School council members have been involved in staff interviews and looking for ways to improve the school environment. They have raised funds for charities and to improve some aspects of the premises.

Pupils say that they now feel safe in school. A number say they have experienced bullying but that things are improving and that they are confident that teachers will tackle problems that arise. Pupils' understanding of spiritual, social and moral matters is soundly developed through lessons and the example set by staff. They are developing a good sense of other cultures as well as their own.

Quality Of Provision

Teaching & Learning (Grade 3)

The quality of teaching and learning is satisfactory overall with some good practise. There is variation in the quality of teaching across the school and as a result, in the rate of progress pupils make. In the best lessons teachers use a range of methods and resources to help pupils to become enthusiastic and enjoy learning, but not enough lessons are of this calibre. Particular strengths in the teaching lie in the positive relationships between teachers and pupils and in new systems for assessment and tracking pupil progress. These allow teachers to plan and set targets much more carefully. Teachers mark work regularly although it is not always focused on helping pupils to improve their work. The school and class environments are not always sufficiently stimulating or attractive to encourage positive attitudes to learning. Support staff give effective help to pupils with learning difficulties so that they make satisfactory progress.

Curriculum & Other Activities (Grade 3)

The curriculum is satisfactory. Teachers' planning indicates coverage of the full range of subjects although it is not sufficiently stimulating or creative. Throughout the school there is a strong emphasis on promoting personal and social development so that pupils have a satisfactory understanding of staying safe, keeping healthy and of citizenship. The curriculum is enriched by a range of visits, including two opportunities for Key Stage 2 pupils to take part in residential visits each year. A number of visitors to school such as theatre groups and some opportunities to take part in out-of-class activities provide further enrichment. These attract pupils and make a strong contribution to their learning and enjoyment.

Care, Guidance & Support (Grade 3)

An important strength of the school lies in the pastoral care and support given to pupils. The school has placed emphasis recently on developing positive strategies to manage pupils' behaviour, including effective systems to support those with significant behavioural or emotional problems within a nurture group. The learning mentor is having a significant impact on improving behaviour, attitudes to learning and attendance.

There are satisfactory arrangements for child protection, health and safety and risk assessments. Children with learning difficulties and those who speak English as an additional language are supported to make sound progress towards the targets set for them. Pupils who have special gifts and talents are beginning to be challenged through a range of innovative learning experiences. Sound procedures to assess and monitor children's progress are now used effectively to set individual and group targets, known by the pupils, so that they have a growing understanding of how well they are doing and what they need to learn next.

Leadership & Management (Grade 3)

A sharper focus has recently been given to the way the school uses assessment information to aid planning and setting targets in order to secure higher academic standards and improved progress for pupils. This sharp focus is not evident in all aspects of monitoring and evaluation and the systems underpinning leadership and management. This has slowed the school's response to some issues and the rate at which improvements have been made. A newly established, enthusiastic and hardworking senior management team is beginning to have a positive impact. The governing body is supportive but only starting to hold the school accountable. Many parents are positive about the school's work but some are not confident that the leaders of the school listen and respond to their concerns appropriately.

Inspection Judgements

Overall Effectiveness

Achievement & Standards

Personal Development & Well-Being

Quality Of Provision

Leadership & Management