Holbrook Primary School

Inspection of Holbrook Primary School Holbrook Lane, Trowbridge, Wiltshire BA14 0PS

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 5 and 6 March 2024

p.1

What is it like to attend this school?

Pupils are happy and enjoy learning at this welcoming, friendly school. They understand the importance of treating everyone with respect. Pupils talk positively about how the ‘Holbrook highlights’ give them the confidence to try new things and to help others.

p.2

What is it like to attend this school?

Since the last inspection, the school has worked hard to improve pupils’ behaviour. Despite this, a minority of parents who responded to the Ofsted survey, Parent View, raised concerns about behaviour. Inspectors saw pupils routinely following the school rules of ‘ready, respectful, safe’. Pupils understand how these rules help them to behave well. Lessons are calm. This starts in the early years, where children follow the established routines and are eager to learn.

p.2

What is it like to attend this school?

Pupils feel safe. Staff take time to form respectful and positive relationships with them. Pupils trust staff to listen and help them with any worries they may have.

p.2

What is it like to attend this school?

Pupils enjoy the range of clubs on offer to them such as cheer leading, dance and arts and craft. They are eager to take on responsibilities within school, such as play leading or becoming members of the school or eco council. Pupils say that these roles improve their school, promote the environment and help younger pupils to settle in.

p.2

better?

The school has taken effective action to improve the curriculum following the previous inspection. It has created an ambitious curriculum that is designed well. This considers what pupils need to learn, including key vocabulary, from the early years to Year 6. In most subjects, pupils build their knowledge and skills well because of this. In physical education (PE), for example, children in the Reception Year develop their body control and understanding of space well when using a range of outdoor equipment. Older pupils build on this positive start. They show high levels of creativity and control when designing and performing dance routines.

p.2

better?

Staff and pupils share a love of reading. Older pupils read a range of texts with increasing fluency and accuracy. They talk confidently about the books their teachers read to them. Children start learning to read as soon as they join the school. They learn and remember new sounds well. As pupils move through the school, staff use their expertise to teach the reading programme effectively. If pupils fall behind, they receive the support they need to catch up quickly. Most pupils read books that match the sounds they know and have learned. However, some books are not matched well enough. Consequently, some pupils find these books either too hard or too easy to read. This slows the progress these pupils make and prevents some from becoming confident and fluent readers.

p.2

better?

In most subjects, teachers check carefully what pupils know. In mathematics, for example, teachers use questioning effectively to check on what pupils remember or 5 and 6 March 2024

p.2

3

have learned about number concepts or weight. They use this information well to correct any misunderstandings that occur or to deepen pupils’ knowledge. However, in some subjects, the checks that teachers make are not yet used well enough to identify gaps in knowledge or to inform future learning. This hampers the progress that some pupils make.

p.3

3

The school accurately identifies the needs of pupils with special educational needs and/or disabilities (SEND). Support plans for individual pupils are precise and routinely reviewed. Staff have the expertise needed to support pupils in their learning. As a result, most pupils with SEND show increasing levels of independence, progress as well as their peers through the curriculum and are fully included in all aspects of school life.

p.3

3

Pupils display positive attitudes to learning and are keen to do well. They work and play cooperatively. The school provides pupils with a range of outdoor play opportunities. This makes social times enjoyable and purposeful. The school has effective systems to ensure that pupils attend school regularly. It works closely with families and external agencies to ensure that the attendance of individual pupils improves.

p.3

3

The school’s programme for pupils’ personal development is an integral part of its work. It promotes positive mental and physical health at every opportunity. Pupils have a mature understanding of fundamental British values and protected characteristics. They know why it is important to treat everyone equally. Pupils develop their character by supporting a local day centre for adults. They are well prepared for life in modern Britain.

p.3

3

Governors understand and fulfil their roles effectively. They know the school well. Staff feel well supported. They value the support they receive, which gives them confidence to teach the curriculum well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Some pupils do not read books that are well matched to the sounds that they know. Consequently, these pupils either find their books too easy or too hard to read. The school needs to ensure that the books that pupils read, particularly those in the younger years, are well matched to the sounds they are learning, to develop pupils’ fluency and confidence in reading.  The checks on pupils’ knowledge and understanding across the curriculum are not fully effective. As a result, pupils struggle to recall previous learning and do not build their knowledge well enough. The school needs to ensure that assessment 5 and 6 March 2024

p.3

4

is used effectively so that pupils learn and remember the curriculum successfully in all subjects.

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 ’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 5 and 6 March 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Chair of governing body Rebecca Lockwood Norris

p.5

School details

Dates of previous inspection 10 and 11 March 2020, under section 5 of the Education Act 2005

p.5

Information about this school

 There is a before- and after-school club which is managed by the governing body.  There have been some changes to the governing body since the last inspection.  The school uses one unregistered alternative provider.

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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, subject leaders, the special educational needs coordinator, staff, pupils, representatives from the governing body and a representative from the local authority. 5 and 6 March 2024

p.5

6

 Inspectors carried out deep dives in the following subjects: reading, mathematics and PE. For each deep dive, the inspector discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, looked at samples of pupils’ work and spoke to pupils about their learning.  Inspectors spoke to leaders about the curriculum in some other subjects.  The lead inspector listened to pupils in Years 1, 2 and 3 read to an adult.  To evaluate the effectiveness of safeguarding, the inspector reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons and around the school site.  Additionally, inspectors spoke to pupils to discuss their views about the school.  Inspectors considered the responses to the online survey, Ofsted Parent View.

p.6

6

They also took into consideration the staff and pupil surveys.

p.6

Inspection team

Ben Jordan, lead inspector His Majesty’s Inspector

p.6

Inspection team

Jo Stoaling Ofsted Inspector 5 and 6 March 2024

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