Hollycroft Primary School

Hollycroft Primary School

Address: Greenfinch Road, Greenfinch Road, HINCKLEY, LE10 3GL Unique reference number (URN): 149749

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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.

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How we evaluate safeguarding

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

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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.

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Attendance and behaviour Strong standard

Leaders set high expectations and promote the importance of coming to school every day. Most pupils attend regularly, including those who face significant challenges. Leaders track attendance closely and act quickly when concerns arise. They contact families on the first day of absence and offer support when needed. Leaders understand the needs of pupils with special educational needs and/or disabilities, disadvantaged pupils and those known to social care. They use tailored plans and work with external services to remove barriers. Their work helps many pupils to improve their attendance over time.

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Attendance and behaviour Strong standard

Behaviour across the school is calm and highly positive. Pupils understand the expectations and follow them well. They show respect to each other and to staff in lessons and at playtimes. Staff apply expectations consistently and support pupils to make the right choices. Incidents of poor behaviour are rare, and staff deal with them quickly and fairly. Bullying does not happen. There are clear systems and processes in place should a case arise. Leaders ensure that the school is a safe place where discrimination or unkind behaviour is not accepted. Pupils enjoy learning and engage well in lessons. Staff adapt behaviour support to meet individuals' needs so all pupils can succeed.

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Early years Strong standard

Early years provision is a significant strength of the school. Leaders have designed an ambitious curriculum that supports children to develop important knowledge and skills from the start. Children build vocabulary and confidence quickly because there is a strong focus on communication and language.

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Early years Strong standard

Teaching is highly effective. Staff work closely together and understand children’s needs well. They use skilled questioning and modelling to extend learning during play and adult-led activities. Spoken interactions are warm and purposeful, helping children to stay engaged and make good progress. Staff adapt support carefully so all children, including those with special educational needs and/or disabilities and disadvantaged children, take part and succeed. As a result, children achieve well from their starting points. Most make strong progress in all areas of learning, including early reading and writing. Children apply their phonics knowledge confidently and show pride in their work.

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Early years Strong standard

Children’s wellbeing is highly prioritised. They feel happy and secure in a calm and nurturing environment. Children develop independence, resilience and positive attitudes to learning. Leaders ensure that all children access the full curriculum and receive the support they need. Strong partnerships with families support smooth transitions and continued success. Children are exceptionally well prepared for Year 1.

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Inclusion Strong standard

Inclusion is a clear strength of the school. All pupils, including the most vulnerable, receive the care and support they need to succeed. Leaders create a highly inclusive environment where every pupil feels valued and supported. They identify pupils’ needs early and take effective action to remove barriers to learning. Staff understand pupils well and use this knowledge to provide support that meets individual needs. This includes pupils with special educational needs and/or disabilities (SEND), complex needs and those with education, health and care plans. Leaders organise provision carefully, with flexible support that matches pupils’ readiness to learn. Staff adapt teaching and use specialist advice to support communication, independence and engagement. Pupils with SEND take part fully in school life, including clubs, trips and whole-school events.

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Inclusion Strong standard

Leaders use additional funding effectively to support disadvantaged pupils and those facing multiple challenges. They provide targeted support for learning, behaviour and wellbeing. This helps pupils build confidence and make good progress. Disadvantaged pupils achieve in line with others in the school. Leaders also support pupils known to social care well. They work closely with families and external agencies to ensure that pupils feel safe and secure. Strong relationships with parents strengthen this work.

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Leadership and governance Strong standard

Leadership and governance are highly effective and support the school’s continued success. Leaders know the school well. They understand its strengths and identify clear priorities for improvement. They take effective action to benefit all pupils, including those with additional needs. Leaders place a strong focus on inclusion, high expectations and pupils’ wellbeing.

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Leadership and governance Strong standard

Those responsible for governance provide effective support and challenge. Governors and trustees bring a wide range of skills and experience. They understand the school’s context and check leaders’ work carefully through visits and regular reviews of information. They meet their statutory duties and ensure that safeguarding remains a high priority. Clear systems help them identify what is working well and where further development is needed.

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Leadership and governance Strong standard

Leaders value staff and promote a positive working culture. Staff feel supported and report high levels of morale. Leaders consider staff workload carefully and provide practical support where needed. Early career teachers receive clear guidance and develop confidence quickly. Professional development is a strength. Leaders provide regular training and encourage staff to work with others, both within the school and across the trust. This helps staff to improve their practice and supports consistent teaching.

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Leadership and governance Strong standard

Relationships with parents and the wider community are very secure. Leaders are visible and approachable. Communication is clear and welcoming. Parents speak highly of the school and value the support their children receive. Leaders create a caring and inclusive environment where families feel part of the school community.

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Personal development and wellbeing Strong standard

Leaders place strong emphasis on developing the whole child. They plan a well-structured personal development programme that builds pupils’ confidence, independence and understanding of the world. Pupils show positive attitudes and treat others with kindness and respect. They feel safe and valued and enjoy coming to school.

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Personal development and wellbeing Strong standard

The curriculum supports pupils’ social, moral, spiritual and cultural development very well. Pupils understand diversity and inclusion. They speak confidently about different families,

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Expected standard

cultures and disabilities, showing respect for others. Pupils have a detailed understanding of fundamental British values. They explain democracy through school council experiences and understand the rule of law through daily expectations. Pupils recognise fairness and know that everyone should be treated equally.

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Expected standard

The school teaches pupils about different types of relationships in an age-appropriate way. Pupils understand what makes a healthy relationship and can talk about the importance of respect. They know how to stay safe when both online and offline. Pupils identify risks, such as sharing personal information, and explain what action to take. They understand how to keep physically healthy through exercise, diet and hygiene. Leaders are strengthening pupils’ understanding of mental health so it matches their deep knowledge of physical wellbeing.

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Expected standard

Leaders provide a rich range of opportunities beyond the classroom. Trips, visitors and clubs broaden pupils’ experiences and build cultural awareness. Pupils speak positively about these opportunities and develop increasing confidence. Leadership roles, such as playground leaders and school council members, help pupils take responsibility.

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Expected standard

The school is highly inclusive. All pupils take part fully in wider opportunities, including those with special educational needs and/or disabilities, disadvantaged pupils and those known to social care. Pupils thrive in a supportive environment because staff provide strong pastoral care and know pupils extremely well.

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Achievement Expected standard

Achievement across the school is improving rapidly, with clear strengths in early years and phonics. Children in the early years make strong progress from their starting points. A high proportion reach a good level of development, including pupils with special educational needs and/or disabilities, disadvantaged pupils and those who speak English as an additional language. In phonics, most pupils build secure early reading skills. Many reach the expected standard, and those who need more time receive effective support and catch up quickly. This shows that teaching supports pupils to succeed.

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Achievement Expected standard

Across the wider curriculum, most pupils make steady progress. Pupils with special educational needs and/or disabilities and those facing other barriers achieve well from their starting points because staff skilfully adapt learning, which helps them succeed. Achievement varies more in writing. Pupils can produce high-quality work, but they do not always apply the same care in their daily writing.

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Curriculum and teaching Expected standard

Leaders have planned an ambitious and well-sequenced curriculum. They set clear end points and ensure that knowledge builds step by step from the early years. A strong focus on vocabulary helps pupils to develop language across subjects. Leaders check the curriculum regularly and take action to improve areas where needed. The school secures strong foundations in early reading. Phonics teaching is structured, consistent and accurate. Pupils learn sounds quickly and practise them often. Pupils read books that match their ability, which helps them build confidence and fluency. Early writing starts well in Reception, where expectations are clear and pupils apply phonics to their work with increasing independence.

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Curriculum and teaching Expected standard

Teachers use clear explanations and modelling, and they check pupils' understanding during lessons. Staff adapt work so pupils with special educational needs and/or disabilities can take part fully and succeed. Inclusive practice is highly effective in the school's internal adapted provision, where highly skilled staff support pupils' communication and engagement well.

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Curriculum and teaching Expected standard

Some variation remains in how effectively teaching builds on these strong foundations, particularly in writing and mathematics. For example, misconceptions such as errors in letter and digit formation and incorrect spelling are not always addressed.

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

Pupils are happy, well cared for and proud to belong to this nurturing school. They feel safe because they trust adults and know they can share any worries. Pupils understand how to keep themselves safe, including when online. They recognise risks and know what to do if something concerns them.

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

Behaviour is exemplary. Pupils show consistent respect for one another and for adults. They settle quickly at the start of the day and are ready to learn. Classrooms are calm, with pupils meeting clear and consistent expectations. Pupils say that bullying does not happen here. However, they are confident that if any issues did arise, they would be dealt with swiftly and fairly. Positive relationships underpin the school community, with pupils showing courtesy and kindness at all times.

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

Pupils feel a strong sense of belonging. Those with special educational needs and/or disabilities (SEND) are fully included and participate in all aspects of school life. Pupils enjoy their learning. In the early years, children are happy, curious and increasingly independent. They engage in a wide range of activities and develop strong language skills. Across the school, pupils study a broad curriculum and build their knowledge progressively. Most make good progress from their starting points, including pupils with SEND and those who are disadvantaged. Early reading is taught effectively, enabling pupils to develop secure skills.

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

Beyond the classroom, pupils benefit from an extensive range of enrichment opportunities, including sports, music and gardening clubs. They value these experiences and take pride in contributing to school life through roles such as school council members and playground leaders.

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

Attendance is good because pupils love being at school.

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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.

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Next steps

Leaders should continue to refine assessment processes so staff consistently identify misconceptions and knowledge gaps and adapt the curriculum swiftly to address these, enabling more pupils to achieve their potential attainment.

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About this inspection

This school is part of Owls Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Peter Merry, and overseen by a board of trustees, chaired by Jonathan Tedds.

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About this inspection

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

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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.

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About this inspection

Inspectors spoke with the executive headteacher, senior leaders, governors, trustees and other representatives from the trust, including the CEO.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The published number of pupils on roll does not fully reflect the number of pupils who attend the school. This is because the school continues to grow after opening in 2023.

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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.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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