Holmeswood Methodist School

Holmeswood Methodist School

Address: Chapel Lane, Holmeswood, Nr Rufford, Ormskirk, Lancashire, L40 1UD Unique reference number (URN): 119403

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Personal development and wellbeing Strong standard

This is a small school with a big personal development offer for pupils. Pupils gain a deep knowledge of personal, social, health and economic education. They understand how to adopt healthy lifestyles and look after their own mental health. Pupils have a very well- developed understanding of discrimination and fundamental British values. This knowledge informs the respect that they show to each other and those around them. Leaders enhance the curriculum with targeted financial education for Years 5 and 6, which equips pupils with an understanding of money management, debt and mortgages. Leaders involve local residents in sharing their career experiences to support pupils’ aspirations. This helps pupils to think about their own futures and ambitions.

p.2

Personal development and wellbeing Strong standard

The school's personal development programme is carefully tailored to the needs of pupils. Pupils encounter faith leaders from different religions, which enables them to recall knowledge of world religions and diverse views well. Annual residential visits are planned carefully so that pupils experience a range of activities, including visiting multicultural cities. Pupils have the opportunity to use their experiences and knowledge to contribute to debates about important issues. These experiences ensure that pupils are extremely well prepared for life beyond school.

p.2

Personal development and wellbeing Strong standard

Pupils have countless opportunities to explore their talents and interests. All pupils take part in annual school performances. Many sing in the school choir. Others deepen their knowledge of technology by learning to use 3D printers alongside understanding online risks they may face. Many pupils participate in the wide array of sporting activities that are on offer. Leaders make sure that all pupils participate equally. Pupils who face additional challenges in their lives and those with special educational needs and/or disabilities access the same rich offer as their peers.

p.2

Attendance and behaviour Expected standard

Pupils attend well in this school. Many pupils join the school part way through their education. If pupils have struggled with their attendance previously, leaders provide swift, effective support. As a result, pupils quickly settle, feel part of a family and enjoy coming to school regularly. All pupils are welcomed warmly at the start of each school day. This helps them to attend school consistently. Very few pupils are persistently absent. If this should happen, leaders provide highly effective support so that pupils' attendance improves rapidly.

p.2

Attendance and behaviour Expected standard

Leaders have established high expectations that help pupils to behave well. Staff typically make sure that they apply the school’s behaviour expectations. Most of the time, pupils have positive attitudes to their learning. In and out of class, pupils treat each other with the utmost care and kindness. Pupils conduct themselves consistently well. If pupils struggle to manage their emotions, adults provide tailored support to help them. This means that pupils swiftly acquire the skills that they need to manage their own behaviour effectively. Because of the caring culture that leaders have established, bullying is extremely rare and is dealt with swiftly when necessary.

p.2

Early years Expected standard

Leaders ensure that staff have the expertise that they need to support children in early years. Together, they have established a carefully constructed curriculum for children to study. Children enjoy the activities that they are given. These help children to explore the world around them, develop important skills and prepare for future learning. Children quickly gain confidence in forming their letters and reading words. They recognise different numbers and apply this knowledge in their play. As a result, children secure the knowledge that they need to be ready for Year 1 and beyond.

p.3

Early years Expected standard

Adults use quality interactions to model and develop children's language and vocabulary. Children use these models in their play with increasing independence, enhancing their communication skills and deepening their understanding.

p.3

Early years Expected standard

Staff know children and their families very well. They work closely with parents and carers of children who have additional needs or face challenges in their lives. Staff tailor support carefully to meet these individual needs, which helps children to engage well and focus on their learning.

p.3

Early years Expected standard

Leaders have created a safe environment for children to learn. Staff are vigilant in making sure that children are safe and well cared for. Children flourish because their needs are met.

p.3

Inclusion Expected standard

Leaders identify pupils' needs quickly and accurately. They use their well-developed relationships with parents and carers to secure the support that pupils need. Staff get to know pupils and their families quickly and use this knowledge to shape support around the pupils they teach. The care pupils receive for their wellbeing is effective and helps them to focus on their learning. Teachers routinely adapt learning so that all pupils, including those with special educational needs and/or disabilities (SEND) can access the same learning as their peers. Pupils make secure progress as a result of this support.

p.3

Inclusion Expected standard

Many pupils join the school later in their primary education. When this is the case, teachers help them to settle into new routines well.

p.3

Inclusion Expected standard

Some pupils with SEND have complex needs. Leaders ensure that they draw on external expertise to support these pupils. As a result, staff develop their expertise in meeting the needs of pupils with SEND, in particular supporting the development of language and communication.

p.3

Inclusion Expected standard

Leaders use additional funding effectively to support pupils that face disadvantage and additional challenges. Pupils achieve success across most of the curriculum as a result.

p.3

Leadership and governance Expected standard

Governors have an accurate view of the school. They know what is working well and what the priorities are for further improvement. Where the school's work falls short, for example in the teaching of writing, leaders take prompt action to bring about improvements.

p.4

Leadership and governance Expected standard

Governors use their knowledge and expertise to support and challenge leaders well. They fulfil their statutory duties well and ensure that resources are deployed strategically so that they have the greatest impact. Alongside leaders, governors demonstrate a strong commitment to improving outcomes and wellbeing for every pupil. Together, leaders and governors deploy resources as effectively as possible, often leading to innovative solutions that enhance the impact of their work. This ensures that pupils facing disadvantage are taught well and experience success, supported by leaders who make effective use of the expertise that exists within the school.

p.4

Leadership and governance Expected standard

All staff receive professional learning that helps them to develop their expertise. Staff are particularly well supported by leaders. As with pupils, their wellbeing is a priority for leaders. Staff hold school leaders in very high regard.

p.4

Achievement Needs attention

Some pupils do not achieve as well as they could in writing because they have gaps in their basic transcriptional knowledge. These gaps are not checked or addressed carefully enough. In contrast, pupils' work and achievement in reading and mathematics are much more developed than the school's published test results suggest. Pupils, including those with special educational needs and/or disabilities, typically achieve well in these subjects because teachers routinely identify and address errors and misconceptions well. This support enables pupils to acquire new knowledge quickly and achieve well from their starting points, as staff ensure that they can access the same learning as their peers.

p.4

Achievement Needs attention

In most subjects, pupils are ready for future learning. However, this is not the case in a small number of subjects. Leaders are taking effective action to address this. However, these actions have not yet had time to impact positively on pupils’ achievement.

p.4

Curriculum and teaching Needs attention

Many pupils, including those that join the school at a later stage, have persistent gaps in their basic knowledge of writing because teachers do not check or address these with precision. Pupils’ handwriting varies considerably. Leaders have recently taken action to bring about improvements in this aspect of the curriculum. Their actions are the right ones but have not had time to impact on pupils’ work.

p.4

Curriculum and teaching Needs attention

Leaders have established a broad and ambitious curriculum for pupils to study. Leaders know what is working well and what requires further development. Where leaders have prioritised their work, for example in reading and mathematics, pupils acquire the knowledge that they need. In the early years, children acquire phonics knowledge that helps them to become fluent readers. If older pupils struggle to read, they receive effective support to help them to catch up.

p.4

Curriculum and teaching Needs attention

Pupils acquire a broad range of knowledge that supports their future learning. In most areas of the curriculum, pupils develop secure understanding and remember key information. However, in a small number of subjects, pupils’ knowledge is not as secure as it could be. Leaders have identified these weaknesses and are taking appropriate action to address them.

p.5

What it's like to be a pupil at this school

Leaders’ school vision, to 'do all the good you can by all the means you can’, inspires adults and pupils alike. Pupils treat each other with care and respect. They benefit from rich experiences that leaders plan carefully. This is a small school with a big offer for pupils. Pupils flourish with a wide range of visits and clubs that bring the curriculum to life. Pupils are very happy in this school and attend well.

p.5

What it's like to be a pupil at this school

Pupils achieve well in most subjects, for instance in mathematics and reading. Leaders have established a well-considered curriculum for pupils to study. Writing is less well developed than other areas. Pupils have gaps in their basic knowledge. These gaps are not closing as rapidly as they could. Pupils with special educational needs and/or disabilities (SEND) receive support that its tailored for them. This helps them to access the same learning as their peers where appropriate. Pupils with SEND achieve well across the curriculum but have the same gaps as their peers in writing.

p.5

What it's like to be a pupil at this school

Pupils behave well. Adults typically apply expectations about pupils’ behaviour consistently. Pupils know what is expected of them and rise to this. Bullying is very rare. A large number of pupils join the school later in their primary education. They are warmly welcomed into school. If pupils face challenges in their lives, they receive very effective support for their wellbeing. Adults shape support for them that helps pupils know that they are safe. All pupils benefit from a caring culture that helps them to know that they belong.

p.5

What it's like to be a pupil at this school

Pupils contribute positively to their school. Older pupils help with the day-to-day running of the school. For instance, some make sure books are organised. Others help with games at play times. All act as buddies for younger pupils. Older pupils see it as their responsibility to be role models for younger pupils. They do this very well.

p.5

Next steps

Leaders should ensure that staff are supported to accurately identify gaps in pupils’ writing knowledge, particularly for pupils who join the school at a later point in their schooling, so that precise action is taken to close these gaps swiftly.

p.5

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.6

51

Well below average Leaders should continue to prioritise high-quality teaching across the curriculum so that pupils readily remember more of the important knowledge that they are taught.

p.6

About this inspection

The chair of the board of governors in this school is Rev Michael Tindsley.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the headteacher, governors, staff and pupils during the inspection. Inspectors also spoke with some parents at the start of the school day.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently uses no alternative provision.

p.6

About this inspection

The school runs a breakfast and after-school club for pupils in the school.

p.6

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.7

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.8

average

2023/24 (final) 56% 61% Close to average

p.8

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2023/24 (final) 67% 72% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

average

2023/24 (final) 67% 73% Close to average

p.9

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.10

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.11

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.11

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.13

national average

2023/24 (3 term) 5.0% 5.5% Close to average

p.13

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.14

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

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.14

Urgent improvement

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.14

Urgent improvement

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

p.15

Urgent improvement

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

p.15