Hollywood Primary School

Hollywood Primary School

Address: Pickenham Road, Hollywood, Birmingham, West Midlands, B14 4TG Unique reference number (URN): 149607

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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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Early years Expected standard

Leaders' work to make sure the early years is a positive start for children has been successful. Their focus on ensuring children are ready for Year 1 means that children are taught important foundations such as reading and writing skills. Leaders make sure that adults know how to talk to children so that they learn more. Staff make learning clear and break things down into smaller steps when needed. As a result of leaders' work, many children achieve well, meaning they are typically ready for Year 1.

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Early years Expected standard

Leaders focus on developing children's language and vocabulary. Teaching is generally effective. Children learn interesting things across all areas of development, such as how caterpillars turn into butterflies. They can talk with excitement about their learning and are keen to impress adults. Staff adapt activities to meet the individual needs of pupils with special educational needs and/or disabilities, as well as those who are disadvantaged. This means these pupils make progress from their starting points and feel safe as they learn and grow.

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Early years Expected standard

Children are well looked after in the early years. Positive relationships between staff and children mean that adults identify any problems and help children solve them.

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Inclusion Expected standard

Leaders have worked to improve inclusion and, over time, pupils are benefiting from these improvements. Leaders identify barriers to learning early and put support in place so that pupils make progress. Leaders work effectively to remove these barriers and, for most pupils, this means that they are making better progress from their starting points. On the whole, this work is effective. However, leaders know that further work is needed to make their approach consistent in all subjects.

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Inclusion Expected standard

Additional funding the school receives to support disadvantaged pupils is used well. These pupils achieve well in their national tests. Leaders offer the right support to pupils who are known to social care so that they benefit from everything that the school has to offer.

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Inclusion Expected standard

The specially resourced provision for pupils with special educational needs and/or disabilities (SEND) provides a platform for pupils to grow and learn at a pace that suits them. Leaders are rightly proud of the work that is done to support these pupils to reintegrate where possible. Leaders know that there is still work to be done to support some pupils with SEND to improve their behaviour.

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Leadership and governance Expected standard

Leaders have made many positive changes to the school in recent times. Their approach to well-paced improvement means that changes are considered and successful. Leaders know the strengths of the school, but also that there is still work to be done to improve the curriculum, achievement and behaviour. This work, while at the early stages, is slowly starting to show positive impact in some areas. This can be seen in the positive changes that have been made to the early years in a short space of time.

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Leadership and governance Expected standard

Leaders prioritise positive relationships with pupils and parents. Parents are generally positive about the school. Leaders care about the pupils in the school and take a bespoke approach to meeting individuals' needs. This contributes to pupils feeling valued and respected by the adults in school. Pupils want to do their best.

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Leadership and governance Expected standard

Trust leaders know the school well and support leaders to plan improvements carefully. They lead with integrity and are role models for staff and pupils alike. Where needed, trust leaders challenge school leaders, also ensuring that leaders are well looked after and supported. They meet their statutory duties effectively. Leaders take a similar approach to maintaining the wellbeing of school staff, who are appreciative of the efforts made to support manageable workloads. Staff are given development opportunities and appropriate training so they have the skills to improve. This includes teachers who are in the early stages of their careers.

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Personal development and wellbeing Expected standard

Leaders make sure that pupils benefit from many opportunities to develop personally, socially and emotionally. Leaders know their pupils well and want them to be a success. They make sure that school life is adapted to meet pupils' needs when necessary, and they work with families to offer help and support. 'Soft starts' and a breakfast offer help pupils to feel ready for the day ahead. Leaders help to remove barriers that pupils may face. They think about how to make sure pupils with special educational needs and/or disabilities, pupils who are disadvantaged and those with other barriers to learning are included in activities. Leaders offer pastoral support for pupils and their families. The help available to pupils means that they are supported to thrive throughout their day at school and beyond.

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Personal development and wellbeing Expected standard

Leaders are ambitious for pupils' personal development. In lessons, pupils learn about how to stay safe in the local area and online. They learn about the changes that will happen as they grow and are well supported to be ready to move to secondary school. Pupils know and understand the importance of the fundamental British values. They can link these values to what they have learned about respect and consent.

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Personal development and wellbeing Expected standard

Pupils, including those who are disadvantaged, benefit from a range of clubs, such as football and art. They learn to swim. Leaders offer well-liked trips and visits to support pupils as they learn and to motivate them to achieve. Leadership opportunities enable pupils to carry out important work in the school. Wellbeing champions make sure that pupils have a positive day. Rewards for positive work in all aspects of the school's work motivate and delight the pupils.

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Achievement Needs attention

Pupils' achievement is not yet good enough. This can be seen in the national assessment outcomes in reading, mathematics, and grammar, punctuation and spelling. The work in pupils' books is not yet of a high enough quality. Leaders' action to improve achievement is at its early stages. In some year groups, progress in developing skills such as handwriting is clear, but this is not consistent.

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Achievement Needs attention

Pupils can talk about what they have learned, but they are capable of making more progress than they do in all subjects. While some current pupils may not leave the school ready for their next stages, leaders' work to change this is starting to improve how well prepared pupils are.

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Achievement Needs attention

Pupils with special educational needs and/or disabilities those who have other barriers to learning generally make positive progress from their starting points in English and mathematics. Leaders know the small steps these pupils make and ensure they get the right help to make progress.

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Attendance and behaviour Needs attention

Leaders' work to support pupils to attend school regularly is working well. For example, leaders allow a 'soft start' for pupils, provide breakfast and also extra phonics sessions before school. Pupils, including those who miss the most school, are given pastoral support so that they overcome barriers to attending. Leaders' work is ongoing and effective. They know pupils well and prioritise building positive relationships with families. Leaders receive support from external specialists to further support pupils. Where pupils have been absent, they miss important learning. This means that some pupils have gaps in learning that leaders must aim to close.

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Attendance and behaviour Needs attention

Leaders have not checked that the support given to help pupils with special educational needs and/or disabilities (SEND) behave well is working. As a result, a significant minority of pupils with SEND continue to be suspended from school for poor behaviour. Behaviour problems for these pupils persist. Leaders' work to improve the behaviour of other pupils in school, including disadvantaged pupils, is increasingly effective. Leaders' focus on clear routines and expectations means that pupils generally understand what is expected of them. Leaders teach pupils to put things right. When bullying or unkind behaviour happens, pupils are well supported to make it stop and to learn from their mistakes.

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Curriculum and teaching Needs attention

Leaders have not yet adapted the curriculum well enough so that all pupils can learn as much as possible in the different subjects. Teachers sometimes help pupils with reading and writing in different subjects. However, the curriculum is not always matched appropriately to meet the needs of different pupils. This means that some pupils do not make as much progress in learning as they could. Pupils with special educational needs and/or disabilities and those with barriers to learning do not always get the help they need to make progress in subjects that they might be very good at. Leaders are aware of this and have made changes to further develop these subjects. However, it is too early to see the impact of this work.

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Curriculum and teaching Needs attention

Pupils learn all the subjects they need to prepare them for the next stages in learning. Pupils are excited by recent improvements to the curriculum and can talk about what they have learned. Typically, teaching is effective, although leaders know there is more work to be done to make sure pupils' handwriting is neat.

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

Pupils are happy to attend this school. They know they are valued and will be supported to have a positive day. They are polite, welcoming and ready to help each other. Wellbeing champions are always on hand to look after pupils who need additional support. Pupils have benefited from many positive changes to the school in recent times. Leaders have identified that some pupils do not always get the right level of support they need to succeed in lessons. Some pupils find work too difficult and some are capable of achieving more. Slowly, their lessons are getting more interesting, and pupils are developing their skills and starting to achieve more than they did before. While it is still too early to see the full impact of leaders' efforts across the school, pupils have noticed these improvements and are happy about them.

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

Pupils' achievement is not yet good enough. A significant minority of pupils leave primary school without securing the necessary skills and knowledge that they will need in secondary school. The quality of pupils' work is not consistently of a high enough quality. Leaders' work to adapt lessons and support pupils with special educational needs and/or disabilities and those with barriers to learning is generally effective. These pupils are typically making progress.

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

Pupils feel safe at this school. They appreciate the support that is available to them. When bullying happens, they have trusted adults to help them to make a positive change. Behaviour is improving. However, for some pupils with special educational needs and/or disabilities, poor behaviour continues to be a problem. Leaders' work to improve their behaviour is not yet having an impact. This means that some vulnerable pupils are not supported to make better choices and they miss school as a result.

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Next steps

Leaders must make sure that all learning activities are adapted to meet pupils' needs in all subjects so that they make better progress from their starting points. Leaders should make sure that the quality of the work that pupils produce is of a high standard and reflects a consistent approach to leaders' expectations for handwriting. Leaders should further develop adult interactions in the early years so that pupils make better progress in continuous provision activities.

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Team inspectors:

Gary Richards, Ofsted Inspector Tracey Porter, Ofsted Inspector Edward Masterson, Ofsted Inspector Leaders must make sure that the strategies that are put in place to support pupils' behaviour are having the desired impact, resulting in fewer suspensions.

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About this inspection

This school is part of the Elliot Foundation Multi-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), Hugh Greenway, and overseen by a board of Trustees, chaired by David Gallie.

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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 school leaders during the inspection. Inspectors met with the trust CEO, members of the trust board and local governors. They held meetings with the headteacher, school leaders, teachers and pupils. They looked at pupils' work and books. Inspectors also talked to pupils, parents and staff to gather information about school life.

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About this inspection

To evaluate the effectiveness of safeguarding, inspectors 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.

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About this inspection

Inspectors considered responses to the online survey, Ofsted Parent View, and free-text comments.

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About this inspection

The school has an enhanced resource provision for 13 pupils with autism.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection, converting to academy status and joining the Elliot Foundation Multi-Academy Trust.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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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 6 years. National average: 26.3%

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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 needs support 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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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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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.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 70% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 72% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 75% 73% Close to average

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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.

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mathematics

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

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average

2024/25 (final) 43% 47% Close to average

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national average

2023/24 (final) 36% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (final) 67% 63% Close to average

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average

2023/24 (final) 64% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 67% 59% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2024/25 (final) 53% 61% Close to average

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average

2023/24 (final) 64% 59% Close to average

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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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national average

2024/25 (3 term) 5.8% 5.2% Close to average

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national average

2023/24 (3 term) 6.0% 5.5% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 13.4% 13.0% Close to average

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national average

2023/24 (3 term) 17.2% 14.6% Close to average

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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