Hollingbourne Primary School

Hollingbourne Primary School

Address: Eyhorne Street, Hollingbourne, Maidstone, Kent, ME17 1UA Unique reference number (URN): 118292

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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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Personal development and wellbeing Strong standard

Leaders have developed a highly effective personal development programme that makes a very secure contribution to pupils’ wider development. Pupils benefit from a carefully planned range of experiences that help them become confident, respectful and responsible members of the school community. They understand the importance of kindness, fairness and treating others with respect. Pupils learn about different communities and develop a secure understanding of democracy, individual liberty and the importance of respecting others’ views and beliefs.

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Personal development and wellbeing Strong standard

The school’s programme for relationships and health education supports pupils well. Pupils learn about healthy relationships, personal safety and how to make informed choices. They understand risks they may encounter online and offline and know how to seek help if they have any concerns. As a result, pupils are well prepared to navigate the opportunities and challenges they may face as they grow older.

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Personal development and wellbeing Strong standard

Pupils benefit from a rich range of opportunities beyond the academic curriculum. Outdoor learning is a valued feature of school life and helps pupils develop confidence, resilience and independence. Activities such as exploring the natural environment, building shelters and cooking over fire pits provide memorable experiences that support pupils’ personal growth. Most year groups take part in residential visits, and these further strengthen pupils’ independence and help them develop positive relationships with their peers.

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Personal development and wellbeing Strong standard

Pupils take pride in contributing to the life of the school. Older pupils support younger children and play an important role in maintaining the school’s welcoming and inclusive culture. Pupils understand their responsibilities and are keen to make a positive difference to the community around them.

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Personal development and wellbeing Strong standard

Pastoral support is highly effective. Staff know pupils exceptionally well and provide timely support when needed. Pupils say that adults listen to them and help them with any worries. This nurturing approach ensures that pupils, including those who may face additional barriers, feel safe, valued and fully included in all aspects of school life.

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Achievement Expected standard

Pupils achieve well from their different starting points. They develop secure knowledge across the curriculum and are prepared appropriately for the next stage of their education. Pupils with special educational needs and/or disabilities achieve well because staff identify barriers to learning and provide effective support that enables them to participate successfully in learning.

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Achievement Expected standard

Published outcomes have varied over time. Outcomes in mathematics and the Year 4 multiplication tables check have been weaker than leaders expected. Leaders have rightly prioritised these areas, and pupils are now developing greater confidence and fluency. Improved phonics outcomes provide evidence that recent actions have had a positive impact.

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Achievement Expected standard

Pupils demonstrate secure understanding across many subjects and can recall important knowledge confidently. While some pupils do not yet secure foundational knowledge and skills as strongly as leaders intend, leaders' work to strengthen these aspects of learning is appropriate and beginning to lead to improvements in pupils' achievement.

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Attendance and behaviour Expected standard

Pupils attend school regularly. Leaders have an accurate understanding of the factors affecting attendance. They work closely with families and use individualised approaches to support pupils who face barriers to attending regularly. Leaders respond promptly when concerns arise and adapt support to meet pupils’ circumstances. The school's 'Rise and Shine' provision has helped some pupils establish more positive routines and improve their readiness for learning.

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Attendance and behaviour Expected standard

Pupils behave well and demonstrate positive attitudes towards school. Established routines help create a calm and purposeful environment where pupils feel safe and supported. Relationships between pupils and adults are warm and respectful. Pupils take increasing responsibility for themselves and others as they move through the school. Older pupils act as peer mediators and role models, helping younger pupils resolve minor disagreements and play cooperatively before adult support is needed. Pupils described the playground as fair and inclusive, explaining how activities such as football are organised to ensure that everyone can participate. During social times, pupils play sensibly and independently, while understanding when it is appropriate to seek adult help. Pupils say that bullying is rare and that adults deal with any concerns effectively. They understand that discrimination and unkind behaviour are not acceptable. Staff make appropriate adaptations so that pupils with

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Attendance and behaviour Expected standard

special educational needs and/or disabilities can participate successfully in all aspects of school life.

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Curriculum and teaching Expected standard

Leaders have established an ambitious curriculum that identifies the important knowledge pupils need to learn. Leaders understand the curriculum well and have developed plans that identify the key content pupils should know and remember. In many subjects, pupils build their knowledge securely over time, and teachers use assessment information effectively to identify gaps and adapt teaching.

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Curriculum and teaching Expected standard

Teachers create positive learning environments where pupils are encouraged to participate and explain their thinking. Pupils develop confidence in using subject-specific vocabulary and can talk about what they have learned. For example, pupils use scientific vocabulary accurately when explaining concepts and make links between previous learning and new ideas. Teachers provide appropriate support for pupils with special educational needs and/or disabilities, enabling them to access learning alongside their peers.

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Curriculum and teaching Expected standard

The teaching of early reading is prioritised. Staff receive appropriate training and pupils benefit from structured phonics teaching. However, some pupils do not develop vocabulary, handwriting and mathematical knowledge securely enough to support future learning.

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Curriculum and teaching Expected standard

Leaders have introduced agreed approaches to teaching and assessment and have established a clear direction for staff. These approaches are increasingly embedded across the school. Leaders recognise that there is still scope to strengthen consistency further, particularly in ensuring that effective practice is reflected routinely across all subjects and classes.

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Early years Expected standard

Children receive a positive start to their education. Relationships between staff and children are nurturing and supportive, and staff know children well. Adults place a strong emphasis on communication, language and early reading. Children are encouraged to talk and develop their vocabulary through classroom discussions and activities. For example, Reception children spoke confidently about space, using words such as ‘gravity’, ‘craters’ and ‘planets’ accurately.

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Early years Expected standard

Leaders have designed a curriculum that supports children to develop knowledge across the early years foundation stage educational programmes. The environment is well organised, and the outdoor area provides rich opportunities for exploration, investigation and imaginative play. Children are supported with early mathematics through counting games, songs and activities. Reading is prioritised, and children develop secure phonics knowledge that supports their early reading and writing.

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Early years Expected standard

Leaders work effectively with families and external agencies to support children with additional needs. Staff understand children’s starting points and provide appropriate support. Children are generally well prepared for Year 1. However, there are times when adult interactions with children do not consistently address individual next steps, particularly for children with the greatest needs. As a result, some children do not make the progress they could from their starting points.

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Inclusion Expected standard

Leaders identify pupils’ needs accurately and respond appropriately when barriers to learning or wellbeing arise. Staff work closely with families and external agencies to ensure that pupils receive the support they need. As a result, pupils with special educational needs and/or disabilities, disadvantaged pupils and those who have experienced social care involvement are included fully in school life and are able to access learning successfully.

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Inclusion Expected standard

Leaders have established secure systems for identifying pupils’ needs and determining appropriate support. Staff know vulnerable pupils well and understand the adaptations that help them succeed. However, these adaptations are not implemented with the same level of confidence and precision in every classroom, particularly where pupils require more bespoke support. Leaders are continuing to develop staff expertise so that effective practice is reflected more consistently across the school.

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Inclusion Expected standard

Staff share responsibility for supporting pupils, and teachers use guidance from external professionals to adapt their teaching. For example, staff apply advice from speech and language specialists to support pupils’ communication and participation in lessons. Pupil premium funding is used carefully to reduce barriers faced by disadvantaged pupils. Leaders know individual pupils well and provide support that responds to their specific circumstances. Staff receive training that helps them understand a range of additional needs, including autism, communication needs, dyslexia and sensory differences. This contributes to a culture where pupils receive appropriate academic and pastoral support.

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Leadership and governance Expected standard

Leaders have created an inclusive culture in which pupils are known well as individuals. They understand the changing nature of the school community and have adapted provision in response to increasing levels of special educational needs and/or disabilities, disadvantage and complexity of need. Secure relationships with families, specialist services and external agencies help leaders organise appropriate support for pupils when needs emerge. Leaders have developed both the curriculum and wider provision carefully to meet the needs of pupils.

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Leadership and governance Expected standard

Governors know the school and its community well. They combine support with appropriate challenge and do not rely solely on leaders’ reports when evaluating the school’s effectiveness. Through monitoring visits, discussions with pupils and staff, scrutiny of pupils’ work and regular reviews of school information, they have developed a secure understanding of the school’s strengths and priorities. Governors have supported strategic developments, including curriculum refinement, investment in inclusive provision and initiatives that promote pupils’ wellbeing and readiness for secondary school. They also maintain effective oversight of safeguarding and staff wellbeing.

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Leadership and governance Expected standard

Leaders have invested thoughtfully in staff development to respond to both school priorities and pupils’ changing needs. Staff receive training in areas such as phonics, speech and language, autism, dyslexia, sensory needs and emotional regulation. Staff value leaders’ consideration of workload and wellbeing and describe them as approachable and supportive. Governors have also taken practical steps to support staff and leader wellbeing, including adapting working practices and providing additional support for the headteacher.

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Leadership and governance Expected standard

Recent improvements are becoming established across the school and are beginning to have a positive impact on pupils’ learning and experiences. Leaders recognise that some aspects of practice, including the consistent implementation of agreed approaches, require further refinement.

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

Pupils are proud to belong to this welcoming school community. They develop strong relationships with adults, who know them well and help them feel safe, valued and ready to learn. Pupils say that there is always someone they can talk to if they have a worry. They describe school as a place where people look after each other and where everyone is encouraged to take part. Bullying is rare. Pupils are confident that adults listen to their concerns and deal with them quickly. Pupils behave well. They are polite, considerate and respectful towards each other and adults. Lessons are calm and purposeful. Pupils work well together and older pupils often support younger children. For example, pupils explained how playground activities are organised so that children of different ages can play together fairly and confidently. This helps pupils feel that they are an important part of the school community.

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

Pupils enjoy their learning and talk enthusiastically about the things they have learned. They remember important knowledge and use subject vocabulary accurately. For example, older pupils explained how shadows are formed using scientific language before applying this knowledge in practical investigations. Children in Reception confidently used words such as ‘gravity’ and ‘craters’ when discussing space. Pupils enjoy reading and speak positively about books, authors and new vocabulary they have encountered.

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

Pupils benefit from a broad range of experiences that extend beyond the classroom. They speak enthusiastically about outdoor learning, including cooking over fire pits, building shelters and exploring the natural environment. Residential opportunities from a young age help pupils develop confidence, resilience and independence.

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

Pupils, including those with special educational needs and/or disabilities, make good progress from their starting points. They feel prepared for their next steps and older pupils speak positively about moving on to secondary school. Pupils enjoy coming to school and leaders work with families to support regular attendance.

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Next steps

Leaders should ensure that foundational knowledge and skills, including early reading, vocabulary, handwriting and mathematics, are taught consistently well so that all pupils build secure knowledge for future learning. Leaders should strengthen the consistency of curriculum implementation, including agreed approaches to teaching, feedback and lesson design, so that all pupils experience consistently effective teaching across the school.

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About this inspection

The chair of the board of governors in this school is Nikki Newin.

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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 headteacher, other leaders and staff during the inspection. They also spoke to members of the governing body and a representative of the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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Team inspector:

Joanne Wilkinson-Tabi Wilkinson, 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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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?

National average: 300 The school does not currently make use of any alternative provision.

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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

2023/24 (final) 69% 61% 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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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) 67% 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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average

2022/23 (final) 80% 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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national average

2023/24 (final) 50% 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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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

2023/24 (final) 50% 59% Close to average

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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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gap

‘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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national average

2024/25 (3 term) 4.7% 5.2% 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) 13.5% 13.0% Close to average

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national average

2023/24 (3 term) 12.0% 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

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

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 .

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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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