Holden Clough Community Primary School

Inspection of Holden Clough Community Primary School St Albans Avenue, Ashton-under-Lyne, Lancashire OL6 8XN

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 8 and 9 November 2022

p.1

What is it like to attend this school?

Pupils enjoy coming to this welcoming and caring school. Leaders and staff are ambitious for the achievement of all pupils, including those with special educational needs and/or disabilities (SEND). As a result, pupils achieve well in the majority of subjects.

p.2

What is it like to attend this school?

Pupils benefit from the strong sense of community at the school. They have a good and respectful understanding of different faiths. Pupils understand fairness, and they know that everyone is equal, regardless of any differences. Pupils flourish in leadership roles, such as the sports crew and the pupil leadership team.

p.2

What is it like to attend this school?

Pupils feel safe. They said that their friends, and the staff, look after them well. Leaders support pupils’ social, emotional and mental health needs effectively. Pupils’ learning is successfully enhanced by leaders and staff through a range of trips and after-school clubs.

p.2

What is it like to attend this school?

Classrooms are calm. This allows pupils to do their best in lessons. Teachers have high expectations for behaviour. Pupils behave very well. Teachers act quickly and successfully to resolve the few instances of bullying.

p.2

What is it like to attend this school?

Leaders have ensured that classrooms and corridors promote reading, with well- displayed books and reading materials. As a consequence, pupils talk enthusiastically about books and reading and are developing effective reading habits and skills.

p.2

better?

Leaders have developed an ambitious curriculum for pupils, including disadvantaged pupils and those with SEND. The curriculum in the early years provides the foundations for children’s future learning. Leaders have made sure that teachers know what pupils need to learn and understand in the majority of subjects.

p.2

better?

However, a small number of subjects are at an earlier stage of development. The subject-specific knowledge and understanding have not been clearly thought through. This means that it is less clear what pupils should know in these subjects. This sometimes prevents teachers from revisiting earlier learning to ensure that pupils’ previous knowledge is secure. As a result, pupils do not remember the important knowledge that they need to be successful in future learning.

p.2

better?

The teaching of phonics begins when children start in the early years. Teachers develop children’s early reading through nursery rhymes and songs, which provide a repetition of sounds and words. Leaders make sure that pupils learn phonics in a well-ordered manner. Teachers check pupils’ recall of the sounds they have been taught previously before introducing new sounds and letters. Where pupils’ recall is not secure, effective additional support is given to make sure that they can keep up 8 and 9 November 2022

p.2

3

with their classmates. By the end of key stage 1, most pupils can read fluently and confidently.

p.3

3

In key stage 2, leaders have introduced a well-structured reading curriculum to ensure that pupils develop their comprehension skills. Older pupils read fluently. They talk with enthusiasm about the books they have read.

p.3

3

Teachers’ subject knowledge is often used well to promote learning. Teachers usually check how well pupils learn. These checks are particularly effective in English and mathematics, for example, where teachers address any gaps in pupils’ knowledge and learning well. Teaching assistants support pupils’ learning effectively.

p.3

3

Leaders have effective systems to identify the specific needs of pupils with SEND. Staff are well trained in the support that they give these pupils. Together, staff and other professionals ensure that pupils with SEND can enjoy the same learning as, and make similar progress to, other pupils.

p.3

3

Pupils behave very well. They listen well in class and concentrate on their learning. Pupils are keen to do their best. All this supports their learning. Children in the early years quickly adopt the clear routines to help them work and play safely and purposefully. This helps them to learn and play together well.

p.3

3

Pupils enjoy the many opportunities available to them, including swimming and a wide range of after-school clubs. They enjoy the variety of activities available at lunchtimes. Pupils are taught to keep themselves safe and healthy.

p.3

3

Staff talked positively about the strong teamwork and supportive relationships that exist in the school. They know that leaders are considerate of their workload. They appreciate leaders’ understanding of their work-life balance. Staff said that they are proud to work at the school.

p.3

3

Governors know the school well. They work productively with leaders to understand how well the curriculum is helping pupils to know more and remember more.

p.3

3

Parents and carers speak positively about the support provided to their children and families. They know that their concerns will be listened to, and value the school’s response.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Appropriate training ensures that leaders and staff have an effective knowledge and understanding of their role in keeping pupils safe. Leaders have implemented clear procedures for the identification of families and pupils at risk. Leaders and staff identify pupils at risk swiftly and promptly. Leaders’ effective liaison with other agencies ensures that pupils and families are well supported. 8 and 9 November 2022

p.3

4

Leaders have developed the curriculum to teach pupils about personal safety, including online safety and road safety.

p.4

(Information for the school and appropriate authority)

 The most important knowledge that pupils and children are expected to learn has not been sufficiently established in a small number of subjects. This stops teachers from identifying pupils’ earlier learning so that they can embed and deepen pupils’ knowledge before they tackle new concepts. Leaders should improve the curriculum in these subjects, from the early years to Year 6, so that pupils’ learning can be deepened.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 8 and 9 November 2022

p.4

School details

Appropriate authority The governing body

p.5

School details

Website www.holdenclough.tameside.sch.uk

p.5

School details

Dates of previous inspection 5 and 6 December 2018, under section 5 of the Education Act 2005

p.5

Information about this school

 Leaders do not make use of any alternative providers for pupils.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors spoke with the headteacher, the deputy headteacher and other leaders and members of staff. They also spoke with members of the governing body. Inspectors also spoke with a representative of the local authority and the school’s improvement partner.  Inspectors looked at a range of documents and spoke with leaders about the school’s arrangements to safeguard pupils. 8 and 9 November 2022

p.5

6

 Inspectors carried out deep dives in early reading, mathematics, science, physical education and personal, health and social education. For each deep dive, they discussed the curriculum with subject leaders, visited a sample of lessons, looked at samples of pupils’ work, spoke with teachers and spoke with some pupils about their learning. Inspectors also observed some pupils reading to staff.  Inspectors observed pupils’ behaviour in class and as they moved around school. They also observed pupils in the dining hall and playing outside at lunchtime.  Inspectors spoke with leaders and teachers about the opportunities they provide to promote pupils’ personal development.  Inspectors spoke with two groups of pupils about their experiences at school.  Inspectors looked at the responses to Ofsted Parent View, including the free-text responses. They also met with parents before school to find out their views of the

p.6

6

school.  Inspectors also considered the responses to Ofsted’s online survey for pupils. There were no responses to Ofsted’s online survey for staff.

p.6

Inspection team

Ian Shackleton, lead inspector Ofsted Inspector

p.6

Inspection team

Sue Dymond Ofsted Inspector 8 and 9 November 2022

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7