Holy Family Catholic Primary School - Part of the Learning Federation Partnership of Schools

Inspection of a school judged outstanding for overall effectiveness before September 2024: Holy Family Catholic Primary School – Part of the Learning Federation Partnership of Schools Mansel Road West, Millbrook, Southampton, Hampshire SO16 9LP

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Outcome

Holy Family Catholic Primary School – Part of the Learning Federation Partnership of Schools has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Holy Family does exactly what it promises pupils’ parents and carers, providing ‘a rich learning experience where children are encouraged to become successful learners, confident individuals and responsible citizens’. Children have the very best start in early years. Excellent learning habits and an infectious love of learning are nurtured from the word go. The meticulously designed curriculum builds on these strong foundations as pupils move up through the school. Classrooms are hives of purposeful activity. Pupils achieve well in reading, writing and mathematics and soak up a wealth of knowledge and skills across the full range of subjects. They are very well equipped to be ‘architects of a better world’, with a strong sense of moral purpose.

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What is it like to attend this school?

As one parent captured perfectly, they send their children to Holy Family knowing that they ‘are safe, loved and will be guided and challenged to be their best selves’. Support for pupils’ well-being is of the highest quality. They learn to manage their feelings and the importance of making sensible choices. Impressive behaviour in and out of class is underpinned by the school values, which foster a mature understanding of equality, compassion and responsibility. The wider curriculum expands pupils’ horizons and opens their eyes to opportunities. Activities planned ‘to make lasting memories together’ do just that. Partnership of Schools 13 and 14 May 2025

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

The parent who observed that Holy Family ‘truly is a school where the children remain at the heart of everything’ was spot on. Leaders never lose sight of that in their resolute determination to ensure that pupils flourish socially and emotionally as well as academically. They are constantly reviewing and reflecting on the school’s work, checking on the difference it makes for pupils and considering what could be even better.

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

The significant investment in teachers’ ongoing professional development, coupled with enrichment days for pupils, is a ‘win-win’ situation. Pupils eagerly anticipate their weekly activity day. They benefit from specialist teaching and skilled support for their well-being. Teachers, meanwhile, have space to collaborate and learn from the wider expertise within the school and the partnership, meaning that they are consistently at their best for pupils. Their forensic analysis of pupils’ learning and explicit focus on those who are struggling ensures that teaching is adapted swiftly to help them keep up. Pupils who may have special educational needs and/or disabilities are identified promptly. Extra support is put in place and a watchful eye kept on their progress to determine if more is needed.

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

Standards in reading and writing at the end of Year 6 are very high, building on the excellent start pupils get in the younger year groups. The teaching of early reading and writing skills is extremely effective, steered by the partnership’s own expertly planned phonics scheme. Best use is made of well-trained staff to teach pupils in small groups, matched carefully to the sounds they know and remember. Additional support for those who need it is prompt and precise, so most pupils get off to a great start in reading by the end of Year 1. Throughout the school, reading and writing are closely interwoven. Pupils are introduced to an extensive range of books and types of writing. They become skilled at planning, structuring and editing their own writing.

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

High-quality learning starts in Reception, where the curriculum skilfully blends children’s play with purpose and preparation for Year 1. The partnership has successfully designed a curriculum that is, in its own words, much more than a ‘fact machine’. Pupils learn what it means to think and work like, for example, a scientist or historian. Carefully chosen texts tackle important social and environmental issues. Pupils learn about significant people who have had an impact, good or otherwise, on the world and learn to discuss opposing views. A strong focus on teaching subject-specific vocabulary gives pupils the language to make sense of their learning. They are tremendously proud of the big or unusual words that they know and can explain the meaning of. Teaching constantly checks on pupils’ understanding in the here and now. They are challenged to recall and use important previous information they learned in the past.

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

Holy Family works steadfastly to champion pupils’ well-being and ensure that they are well prepared for their future. The school goes above and beyond to support families facing challenges and encourage them to make sure that their children are in school. Every effort is made to overcome any barriers that might prevent pupils joining in with the wide range of enrichment activities. Older pupils taking on one of the many roles of responsibility have a very positive influence on school life and develop important leadership skills. Workshops at a local university raise pupils’ aspirations. Partnership of Schools 13 and 14 May 2025

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Safeguarding

The arrangements for safeguarding are effective.

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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 outstanding for its overall effectiveness.

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Background

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.

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Background

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

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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.

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How can I feed back my views?

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, Partnership of Schools 13 and 14 May 2025

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looked-after children (children in local authority care) and/or children who left care through adoption or another formal route). Partnership of Schools 13 and 14 May 2025

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School details

Appropriate authority The governing body

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School details

Headteacher Gerida Montague (executive headteacher) Sarah Hendricks (co-headteacher) Website www.holyfamilylive.net

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School details

Dates of previous inspection 26 and 27 March 2019, under section 5 of the Education Act 2005

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Information about this school

 Holy Family is one of six schools in the Learning Federation Partnership of Schools. Members of the executive board, led by the executive headteacher, work across all the schools in the partnership, alongside other directors.  The religious character of Holy Family is inspected separately. The last section 48 inspection took place in June 2022. The next one is due within five years of that date.  On-site before- and after-school clubs are managed by the school.  The school does not currently use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation 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 her evaluation of the school. Partnership of Schools 13 and 14 May 2025

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 Meetings were held with school leaders, as well as members of the executive board and directors from the partnership who oversee different aspects of the school’s work. The inspector also had discussions with the chair of governors and other members of the governing body, and a representative of the local authority.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  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.  Staff and parent views were gathered using Ofsted’s surveys. There were no responses to the pupil survey, but the inspector met with pupils as well as staff during the

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inspection. She also talked to pupils around school and outside at breaktime, and with staff as they went about their work.

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Inspection team

Alison Bradley, lead inspector Ofsted Inspector Partnership of Schools 13 and 14 May 2025

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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 looked-after children, safeguarding and child protection.

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