Holt Community Primary School

Inspection of a good school: Holt Community Primary School Norwich Road, Holt, Norfolk NR25 6SG

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Outcome

There has been no change to this school’s overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The school’s next inspection will be a graded inspection.

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What is it like to attend this school?

This is a happy school, where pupils are polite and welcoming to visitors. Pupils feel safe and well cared for. They know staff take the time to listen to what they have to say. Pupils trust adults to act if they are worried about something.

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What is it like to attend this school?

Pupils typically behave well. This reflects the school’s golden rule of ‘Treat others the way you would like to be treated’ in how they conduct themselves. This helps pupils to develop responsibility for their own behaviour.

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What is it like to attend this school?

Most pupils enjoy learning. While the school aspires for its pupils to succeed academically, this ambition does not always translate well to pupils’ classroom experience. High expectations are not consistent across all subjects and year groups. Some teaching is not always helpful to pupils’ learning. This means that some pupils’ learning is variable.

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What is it like to attend this school?

Pupils’ experiences broaden their horizons. For example, older pupils learn about democracy by visiting the Houses of Parliament. In addition, all pupils had the opportunity to attend a West End production. Pupils value these experiences and enjoy sharing their adventures. They are also keen to attend different clubs, such as sports, Morris dancing and gardening.

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

The school’s carefully considered curriculum focuses on ‘threads of learning’. These threads build progressively and reflect the knowledge pupils need to learn. However, the curriculum is not taught consistently well. There is variation in how well pupils learn between classes and across subjects. This is because teachers do not routinely have high expectations for what pupils can achieve. A significant number of pupils do not present 2 and 3 July 2024

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their work neatly or finish the task set. This goes unchallenged in some classes and, as a result, pupils’ achievement is not as good as it should be.

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Where the curriculum is taught effectively, teachers have high expectations of what pupils can do. Planned activities support learning. This is because teachers make links between previous learning, helping pupils to learn important content. For example, older pupils used subject-specific vocabulary to describe features of a landscape they had visited during their residential visit.

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The effectiveness of the school’s checks on what pupils have learned and remembered is variable. Where teachers use assessment strategies effectively to identify what pupils might be struggling with, pupils receive support to address their misconceptions. However, at times, teachers do not identify pupils’ misconceptions. This means pupils continue to make the same mistakes, which impacts their progress.

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Subject leaders are starting to develop the essential skills and required subject knowledge to check how well the curriculum is taught. Recently, there have been more opportunities for subject leaders to check the implementation of the curriculum.

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The school has strengthened the early reading curriculum by introducing a new phonics programme that begins in the early years and continues into key stage 1. Staff identify pupils who need help with their reading. As a result, most pupils can read and write the sounds they have learned. This is having an impact on outcomes in national tests and assessments. Leaders know the next step is to make sure this improvement is reflected in the quality of pupils’ written work.

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There are clear processes to identify pupils with special educational needs and/or disabilities (SEND). Leaders work with a range of external agencies, which helps to ensure pupils’ needs are identified accurately and that pupils get the help that they need. Support plans are clear and pupils’ progress checked regularly. This helps pupils with SEND access the same curriculum as their peers.

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Staff in the early years maintain a strong focus on the development of children’s language, vocabulary and social skills. Adults develop positive relationships with children. Children enjoy playing and learning in a variety of engaging activities, which ensure they are ready for the Year 1 curriculum.

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There is a well-designed personal, social, health and economic (PSHE) education programme. This helps pupils learn about healthy relationships and respect difference. Pupils discuss topics such as keeping healthy, both physically and mentally. Pupils consider the world around them and their impact on it during times for reflection, such as in assembly.

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Parents have mixed views about the school. Some parents value what the school offers while others feel communication and resolutions to concerns are not effective. The school and governors acknowledge the need for better engagement and have firm plans to improve communication. 2 and 3 July 2024

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The local authority is supporting school leaders and helping governors develop their role to provide appropriate support and challenge. Staff generally feel well cared for by leaders and most value the steps being taken to teach the curriculum more effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The curriculum is not taught consistently well across classes and subjects. Variations in the quality of teaching mean that pupils are not always learning as well as they could. Teachers’ expectations of what pupils can do are sometimes too low. Teachers’ checks on learning are not always helpful. The school must ensure that staff have the subject and pedagogical knowledge needed to teach the intended curriculum consistently well.  Systems and training that allow subject leaders to fully monitor their subject areas are at an early stage. Some subject leaders have not fully developed the skills and knowledge to fully evaluate the impact of their curriculum plans. This means they do not know the refinements required to improve the quality of education provided across the curriculum. As a result, the implementation of the school’s curriculum is inconsistent and pupils do not always learn as well as they should. The school should

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(Information for the school and appropriate authority)

ensure that all subject leaders have the training and guidance to evaluate and monitor the effectiveness of the curriculum in their subject areas.

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Background

When we have judged good, we will then normally go into the school about once every four years to confirm that the school remains good. 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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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.

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Background

This is the second ungraded inspection since we judged the school to be good in June 2014.

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How can I feed back my views?

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. 2 and 3 July 2024

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

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Further information

You can search for published performance information about the school.

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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). 2 and 3 July 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 5 June 2018, under section 8 of the Education Act 2005

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Information about this school

 Leaders do not use the services of any alternative education provision.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector held meetings with the headteacher, senior leaders, special educational needs coordinator, subject leaders, teachers and support staff.  The inspector met with members of the governing body, including the chair of governors and a representative of the local authority.  The inspector carried out deep dives in these subjects: early reading, mathematics and geography. For each deep dive, the inspector held discussions about the curriculum, 2 and 3 July 2024

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visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector reviewed a range of school documentation.  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.  During the inspection, the inspector met with a range of pupils to discuss their views about the school. In addition, the inspector observed pupils’ behaviour during lesson visits and around the school.  The inspector spoke to parents at the start of the school day.  The inspector considered the 39 responses made by parents to Ofsted Parent View, Ofsted’s online questionnaire, including the free-text responses. The inspector also

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reviewed the 13 responses to Ofsted’s online staff questionnaire and met with staff to discuss their workload and well-being.

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Inspection team

Jo Nutbeam, lead inspector Ofsted Inspector 2 and 3 July 2024

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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.

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