Holbrook Primary School

Holbrook Primary School

Address: The Street, Holbrook, Ipswich, Suffolk, IP9 2PZ Unique reference number (URN): 124588

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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

Attendance is a significant strength of the school. It reflects highly effective strategic leadership, rigorous monitoring and a culture in which attendance is valued by pupils, staff and families. Leaders maintain a relentless focus on ensuring pupils attend regularly, combining high expectations with early intervention and personalised support where barriers emerge. As a result, overall attendance remains consistently above national averages and has strengthened further over time. This strong picture extends across all key groups, including disadvantaged pupils and pupils with special educational needs and/or disabilities. Leaders track attendance carefully and respond swiftly to concerns through close partnership working with families and targeted support. This ensures pupils who face barriers to attendance receive timely and effective intervention. Persistent absence is exceptionally low and a notable strength of the school, remaining substantially below

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Attendance and behaviour Strong standard

Behaviour and attitudes to learning are excellent. Pupils consistently demonstrate positive attitudes towards learning, settling quickly to tasks, sustaining concentration and taking pride in their work. Well-established routines ensure pupils respond respectfully and promptly to adults, while relationships between staff and pupils are warm, supportive and characterised by mutual respect. Pupils speak positively about behaviour in the school. They say that bullying does not happen in their school. Pupils demonstrate maturity, responsibility and consideration for others. They relish opportunities to support younger pupils and contribute to the wider life of the school. Leaders have established a highly effective and inclusive behaviour culture built on restorative practice, positive reinforcement and personalised support.

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Curriculum and teaching Strong standard

Leaders have established their bespoke ‘River of Knowledge’ (RoK) curriculum, to ensure pupils not only know more but remember more. The curriculum is broad, ambitious and carefully sequenced, building systematically on prior learning. Leaders have also successfully integrated personal development throughout the curriculum. This creates a rich, balanced and engaging offer that broadens pupils' experiences without narrowing the curriculum.

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Curriculum and teaching Strong standard

The school places a strong emphasis on securing essential knowledge and skills from the earliest stages of education. The most important learning in phonics, early language, handwriting and mathematics is prioritised effectively. This ensures pupils develop the skills needed for future success. Across year groups, pupils develop fluency, vocabulary and comprehension effectively.

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Curriculum and teaching Strong standard

Pupils speak enthusiastically about their learning and can discuss both current and previous learning confidently. They demonstrate secure recall and make meaningful connections between topics. This reflects the impact of a curriculum that is memorable and well structured. Pupils demonstrate consistently positive attitudes towards learning. They show resilience, concentration and pride in their work, even when challenged. Teaching is effective and characterised by strong relationships, high levels of engagement and staff's secure subject knowledge. Teachers model learning well. They use questioning effectively and routinely check pupils' understanding to inform their teaching. High expectations are evident across lessons. Pupils with special educational needs and/or disabilities receive additional support accessing the same ambitious curriculum as their peers.

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Early years Strong standard

The early years curriculum is carefully planned and responsive. It enables children to build knowledge and skills progressively across all areas of learning. Provision successfully balances adult-led and child-initiated learning. This ensures children can apply and extend their understanding in meaningful contexts. The school's ‘airport experience’ exemplified the richness of the curriculum, providing an immersive learning opportunity. Here the Year 5 pupils create role play activities about going on holiday promoting communication, language and social skills.

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Early years Strong standard

The quality of teaching is consistently effective. Adults skilfully use questioning, modelling and purposeful interactions to extend children's language, vocabulary and understanding. Across the provision, staff maximise opportunities for high-quality interactions. They routinely engage children in meaningful conversations, developing communication skills and extending thinking.

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Early years Strong standard

Children demonstrate secure phonics knowledge, fluent decoding and strong comprehension skills. They read accurately and confidently while independently self- correcting. They are confident, articulate and enthusiastic learners. Children make excellent progress from starting points. They show high levels of engagement and curiosity. They acquire secure knowledge and skills required for a successful transition to Year 1.

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Early years Strong standard

Inclusive practice is embedded throughout the early years provision. Children demonstrate respect for one another. The curriculum is responsive to children's differing starting points and individual needs, enabling all children to access learning successfully. Targeted interventions in reading, spelling, fine motor development and letter formation continue into Year 1 if children need this.

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Inclusion Strong standard

The school's inclusive ethos ensures that all pupils facing barriers to learning, participation or wellbeing are well cared for. Staff build strong relationships with pupils and families, ensuring pupils benefit from highly personalised support. This gives pupils confidence, independence and aspiration.

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Inclusion Strong standard

Inclusion is a significant strength of the school and is underpinned by a deeply embedded culture of ambition, care and high expectations for every pupil. Leaders demonstrate a relentless commitment to early identification of need and ensure that any barriers to learning are removed. Pupils participate fully in the wider life of the school and achieve success regardless of their starting points or circumstances. Intervention systems are responsive, flexible and adapted swiftly when needs change. Learning journals celebrate milestones in pupils' progress and create a journey that pupils can look back on with pride. Staff know pupils exceptionally well and demonstrate a secure understanding of a wide range of additional needs.

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Inclusion Strong standard

Leaders take a highly strategic and evidence-informed approach to supporting disadvantaged pupils. Careful analysis identified reading as a priority area, leading to the implementation of various initiatives. As a result, pupils are engaged, achieve well and are confident readers.

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Inclusion Strong standard

The school works effectively with the virtual school, alternative providers and other external agencies. This ensures pupils receive coordinated and personalised support. Transition arrangements are carefully planned and managed to ensure pupils feel safe, supported and settled.

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Leadership and governance Strong standard

Leadership is a significant strength of the school and is characterised by a highly reflective, strategic and improvement-focused approach. They keep pupils’ needs firmly at the centre of decision-making. Leaders demonstrate a detailed and nuanced understanding of the school community and know individual pupils exceptionally well.

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Leadership and governance Strong standard

Systems for monitoring are robust, leaving no stone left unturned. This enables leaders to identify needs quickly and respond with precision. Leaders use assessment information intelligently to evaluate the effectiveness of provision and adapt accordingly. Leaders always have the pupils at the centre of their work, particularly those who face barriers.

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Leadership and governance Strong standard

Governance is highly effective and provides strong strategic direction, informed challenge and knowledgeable support. Governors bring a wide range of expertise from fields including education, safeguarding, finance, technology, public service and local government. This enables them to provide rigorous oversight across all aspects of the school’s work. There is a highly effective governance structure, which enables monitoring to be precise and rigorous.

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Leadership and governance Strong standard

Staff wellbeing is prioritised effectively, contributing to a positive culture where staff feel valued, supported and respected. This promotes high levels of morale, collaboration and professional commitment. Professional development is viewed as a shared responsibility and is carefully aligned to both school priorities and individual aspirations.

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Leadership and governance Strong standard

The school has established highly positive relationships with parents, professionals and the wider community. Parents speak very highly of the school’s nurturing ethos, leadership, quality of education and strong sense of community. Families express high levels of confidence in the support provided for their children and value the approachable and responsive nature of school leaders.

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Personal development and wellbeing Strong standard

Personal development sits at the heart of leaders’ vision to prepare pupils well for life beyond school. Leaders have developed a highly targeted and personalised programme that

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Expected standard

responds effectively to the evolving needs of the school community. Provision is structured through universal, targeted and bespoke support.

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Expected standard

Personal development is carefully woven throughout the curriculum, assemblies and enrichment. Pupils themselves speak enthusiastically about the opportunities available and feel they help develop confidence. Enrichment opportunities are extensive. Examples include a range of clubs, leadership roles, residential experiences, performances and enterprise activities.

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Expected standard

The school's cultural calendar has been thoughtfully adapted to reflect its changing demographic. This ensures pupils see themselves represented while developing respect, curiosity and understanding of others. Pupils demonstrate maturity when discussing equality, diversity and inclusion. They show a strong understanding of respect, acceptance and belonging.

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Expected standard

Pupils demonstrate secure knowledge of relationships, consent, puberty, mental health, safeguarding and personal wellbeing. They speak confidently about online safety and understand both online and offline risks to their wellbeing. Pupils understand how to keep themselves safe and know where to seek support if they have concerns.

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Expected standard

Pupils discuss concepts such as respect, tolerance, equality and individual liberty confidently and maturely. There are numerous opportunities for pupil leadership, including roles such as digital leaders, junior librarians, team captains, 'green gang' representatives and junior road safety officers. These help pupils develop responsibility, citizenship and an understanding of their role within a democratic community.

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Expected standard

The school's approach to personal development is highly inclusive. While the universal offer is exceptionally rich, leaders ensure that targeted and bespoke pathways provide individual pupils with the precise support and experiences they need to thrive. Pastoral provision makes a substantial contribution to pupils’ wellbeing and development. The school provides a comprehensive range of support. Pupils value the trusted adults available to them and describe a culture where 'nobody feels alone.'

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Achievement Expected standard

The school is committed to giving pupils the best chances and a solid grounding for their future learning. This is reflected by high pupil outcomes in phonics, reading and writing. Leaders are focused on raising pupils' achievement in mathematics to the same high standard. Bespoke intervention pathways are provided to support pupils who may struggle. These are based around their specific needs. Pupils with special educational needs and/or disabilities and those who are disadvantaged, make progress from their individual starting points. Children entering Reception with significant developmental delays make gains in communication, literacy, independence and personal development.

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Achievement Expected standard

Achievement is not limited to core subjects but is reflected across the breadth of the curriculum. There are the same high expectations in foundation subjects. Here pupils can apply subject-specific vocabulary effectively and transferring literacy skills across different disciplines. Pupils demonstrate secure recall of previously taught knowledge. They speak confidently about their learning. Pupils are prepared well for the next stage of their education. The curriculum develops both academic knowledge and the wider skills needed for future success.

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

Pupils enjoy learning and approach their education with enthusiasm, confidence and pride. They benefit from a broad, ambitious and interesting curriculum that develops secure knowledge and skills across subjects. This rings true with the school's motto of ‘inspiring curious minds’. A vibrant early years provision ensures children develop secure foundations for the next stage. Children are excited and curious about their learning. They progress to the next stage prepared academically, socially and emotionally.

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

Outcomes are positive. However, achievement is more than just test scores. Pupils' progress is celebrated no matter what this means or how small the steps. Pupils speak confidently about their learning. They demonstrate positive attitudes towards challenge. Reading is a particular strength, with pupils developing strong vocabulary, fluency and comprehension. Staff know pupils exceptionally well and adapt support carefully to ensure that barriers to participation are removed. Pupils with special educational needs and/or disabilities access the same ambitious curriculum and wider opportunities alongside their peers.

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

Pupils also benefit from an extensive range of experiences beyond the academic curriculum. Everyone is included. Leadership roles, including digital leaders, road safety officers and green gang members, help pupils contribute to school life. A wide range of clubs, visits, performances and enrichment activities help pupils to build confidence, develop teamwork and take responsibility. Attendance is high because pupils want to come to school and experience all that is on offer. Behaviour is positive and expectations are high. Pupils do not hear or see bullying.

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

Pupils speak positively about the support they receive from adults. They say it is a place where they feel listened to and cared for. Interactions between pupils are respectful and supportive, with older pupils acting as role models for younger children. Pupils experience a highly inclusive school community where they are known and feel safe. Inclusion is deeply embedded within the culture of the school and sits firmly as part of the school’s values.

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Next steps

Leadership should continue to drive initiatives and improvements in mathematics to ensure that pupils achieve equally as well as in writing and reading.

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Team inspectors:

Joanna Pedlow, Ofsted Inspector Paul Fykin, Ofsted Inspector

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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 7 July 2026

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About this inspection

The school is part of The Partnership of Birchwood & Holbrook Primary Schools.

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About this inspection

The chair of the board of governors in this school is Paul Hesketh.

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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

This inspection took place from 7 July 2026 to 8 July 2026.

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About this inspection

Inspectors spoke with members of the school's leadership, governors, including the chair and the virtual school.

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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 one unregistered alternative provision.

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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.

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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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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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average

2024/25 (final) 68% 62% Close to average

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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

2022/23 (final) 70% 73% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 71% 74% 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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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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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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.

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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.

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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.

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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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