Hollycombe Primary School

Hollycombe Primary School Inspection report

p.1

125832 Unique Reference Number West Sussex Local Authority 293371 Inspection number 6 June 2007 Inspection date Eileen Chadwick Reporting inspector

p.1

This inspection of the school was carried out under section 5 of the Education Act 2005.

p.1

Primary Type of school Community School category 4 °10 Age range of pupils Mixed Gender of pupils Number on roll 57 School

p.1

The governing body Appropriate authority Martin Beale Chair S Fiske Headteacher 1 October 2001 Date of previous school inspection Wardley Green School address Liphook GU30 7LY

p.1

01428 741332 Telephone number 01428 741462 Fax number

p.1

4 °10 Age group 6 June 2007 Inspection date 293371 Inspection number .

p.1

This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

p.2

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

p.2

Introduction

The inspection was carried out by one Additional Inspector.

p.3

Description of the school

This small school, situated very close to the Hampshire border, serves local West Sussex villages as well as communities in Hampshire. The proportion of pupils receiving free school meals is below average. The proportion with learning difficulties and disabilities is average. Children's attainment on entry to Reception is broadly as expected for their age. A high proportion of pupils leave or join the school other than at normal times. The proportions leaving in Years 4 and 5 are very high because many enter Hampshire schools to prepare for transfer to secondary schools. For example, the current Year 5 cohort is less than half the size it was on entry to Year 3. The school has achieved the Basic Skills Quality Mark, Art Mark and Healthy Schools Award.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 10 Inspection Report: Hollycombe Primary School, 6 June 2007

p.3

Grade: 2

This is a good school with outstanding features. It provides pupils with a well- rounded education which enables them to successfully develop their academic, creative, practical and sporting potential. The school is happy and purposeful. Pupils flourish in the strong family atmosphere and their personal development is supported extremely well. As a result they acquire mature attitudes, love learning and their behaviour is excellent. The sentiments of many parents are expressed by one who wrote, 'Hollycombe is a wonderful school and we are so pleased to be able to send our children there.' The headteacher provides very good leadership and strikes the right balance between striving for academic achievement and promoting pupils' personal development and well-being. Pupils' achievement is good throughout the school. Children get off to a good start in Reception and by the time they enter Year 1, they have achieved or exceeded the standards expected. In

p.4

Grade: 2

Years 1 to 5 standards are above average in reading, writing and mathematics. Throughout the school pupils make good progress in information and communication technology (ICT) and their progress is excellent in art and design. Pupils with learning difficulties and disabilities achieve well because they are given good support. However, more capable pupils' progress occasionally slows when they are given insufficient challenge. The school has already prioritised this as an area for improvement. Pupils' personal development, well-being and spiritual, moral, social and cultural development are outstanding. Relationships are excellent at all levels. Pupils' thoroughly enjoy school and this is reflected in their very good attendance. Pupils feel very safe and understand how to keep healthy. The quality of teaching is good and lessons are often challenging. The curriculum is good, being rich and diverse and particularly strong in

p.4

Grade: 2

environmental work, the arts and sport. It provides good opportunities for independent learning, research and problem solving. The curriculum is enhanced by a wide range of high quality visits and activities outside normal school hours. The care, support and guidance of pupils are excellent. Pastoral care is outstanding whilst academic assessment is good. The headteacher gives a very clear direction. She harnesses the talents of staff and has built a good climate of teamwork. There have been recent changes to subject leadership and new subject leaders are developing their roles well. The governing body has recently been restructured and governors are now providing good levels of challenge. The school has an accurate view of its effectiveness, being aware of its strengths and quick to identify where things could be further improved. As a result, the school has made good progress since the previous inspection

p.4

Grade: 2

and has a good capacity to build on its success.

p.4

What the school should do to improve further

• Ensure teaching consistently challenges more capable pupils.

p.4

Grade: 2

Pupils' overall achievement is good, including that of the substantial proportion of later entrants to the school. Pupils' overall attainment on entry is average and by the time they leave the school they reach above average standards in English and mathematics. Children make good progress in Reception, and on entry to Year 1 standards are above those expected including in literacy and numeracy. Pupils' good progress continues in Years 1 and 2 4 of 10 Inspection Report: Hollycombe Primary School, 6 June 2007 and by Year 2, pupils reach above average standards in reading, writing and mathematics. Standards are better in Year 2 than in 2006. The proportion working at higher levels has increased and is now more even in reading, writing and mathematics than in 2006. This is due to rigorous checking of pupils' progress, effective target setting and improved writing and mathematics opportunities. In Years 3 to 5, standards are above average and pupils' progress in relation to their starting

p.4

Grade: 2

points is good. Pupils are now beginning to make impressive progress in English because of the recent thrust on improving writing. Pupils write well for a range of purposes and some of their poetry writing is very imaginative. Pupils with learning difficulties and disabilities are given good support to help them catch up in reading, writing and mathematics. However, more capable pupils' progress occasionally slows when the work they are given is rather easy.

p.5

Grade: 1

Pupils' personal development and well-being are outstanding. Pupils are happy, really enjoy learning and get on very well with each other and their teachers. Their behaviour is excellent and they are adamant that no bullying takes place and they feel safe. The school considers pupils' health of paramount importance so that they gain an extremely good understanding of healthy eating and physical fitness through taking plenty of fresh air and exercise. Pupils' spiritual, moral, social and cultural development is excellent. They are well aware of the richness of ethnic diversity and activities such as taking part in African drumming give them an understanding of foreign traditions. Pupils also partake in multicultural weeks when visitors and learning through drama, art and music considerably widen their experiences. Pupils make a strong contribution to the life of the school and local community and raise funds for charities

p.5

Grade: 1

at an international level. The school's initiatives for promoting pupils' ecological awareness are having a very beneficial impact on making sure pupils know how to take care of their environment. Pupils develop excellent social skills and good team, decision-making and enterprise skills. These, together with their good progress in developing basic skills, prepare pupils well for their future education and economic well-being.

p.5

Grade: 2

From the earliest days in Reception, teachers across the school make lessons interesting and this stimulates pupils' enjoyment in learning. Teachers use ICT resources, including electronic whiteboards, particularly effectively to capture pupils' interest and promote learning. Teachers use a good range of teaching approaches that include good opportunities for pupils to expand their thinking skills. Pupils have good levels of independence and respond well to the many opportunities to reflect on their work and take some responsibility for making improvements. Specialist provision in art and design brings rigorous teaching and high quality learning in art for pupils across the school. Teaching assistants make a valuable contribution to pupils' learning, including for those with learning difficulties. Assessment and marking are used effectively to set targets for pupils and to plan for the needs of different ability groups. However, in practice,

p.5

Grade: 2

there are a few occasions when the pace of learning slows for more capable pupils. 5 of 10 Inspection Report: Hollycombe Primary School, 6 June 2007

p.5

Grade: 2

The curriculum balances all the required subjects very well and also includes the teaching of French and philosophy. It provides pupils with good quality academic, practical, creative and sporting learning opportunities which contribute very positively to pupils' personal development as well as their good achievement. Provision in Reception is good and the curriculum is carefully planned to ensure that both the Foundation Stage and National Curriculum can be taught in the mixed Reception and Year 1 class. Throughout the school, practical experiences underpin the curriculum and bring learning alive. The school has recently started to develop better links between subjects so that pupils can use skills learned in one subject to enhance another. This is especially boosting pupils' progress in writing, for example when pupils marketed a product after they tested several in science and mathematics. This is also part of the school's drive to

p.6

Grade: 2

make learning more relevant for all pupils and to provide more rigorous learning opportunities for more capable pupils, for example through problem solving activities in mathematics.

p.6

Grade: 1

Pupils are cared for very well and benefit from excellent systems to ensure they are safe. The school is tireless in its efforts to support pupils. Parents much appreciate the high levels of care provided by all staff. The school's excellent partnerships with other schools and with outside agencies for supporting vulnerable pupils strongly promote pupils' well-being and good achievement. Those who have had difficulties settling in other schools or who have learning, social or emotional needs are successfully helped to integrate. The high quality support for all pupils who transfer from other schools helps them settle and want to learn. Pupils say they have excellent relationships with staff and know they will be listened to if they have problems. There are strong induction and transfer arrangements to secondary school and partnerships with parents. Academic assessment is rigorous with consistent systems for tracking and

p.6

Grade: 1

monitoring pupils' attainment across the whole school. Target setting is thorough and pupils are clear about what they need to aim for and usually know the steps they need to take to improve.

p.6

Grade: 2

Leadership and management are good. This is a school that is committed to continuous improvement. The headteacher has high expectations and has created a common sense of purpose amongst staff and pupils. The teaching staff are well trained, established and have a drive to achieve high standards in all areas of the school's work. Self-evaluation processes are good and involve wide consultation with staff, parents and governors. The headteacher rigorously monitors teaching and standards and sets ambitious targets for pupils' achievement. The Foundation Stage is managed well. Subject leadership has recently been reorganised and the new subject managers are becoming increasingly effective in their roles. They play a full part in monitoring the quality of teaching. However, their lesson monitoring does not always evaluate the impact of teaching on the rates of progress made by pupils of differing abilities. The

p.6

Grade: 2

governing body has recently restructured and has recruited a core of new enthusiastic and knowledgeable governors. It now plays a full role in the strategic management of the school. 6 of 10 Inspection Report: Hollycombe Primary School, 6 June 2007 .

p.6

Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 7 of 10 Inspection Report: Hollycombe Primary School, 6 June 2007

p.7

Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

p.8

Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? How well does the school work in partnership with others to promote learners' well-being? 2 The quality and standards in the Foundation Stage 2 The effectiveness of the school's self-evaluation 2 The capacity to make any necessary improvements Yes Effective steps have been taken to promote improvement since the last inspection

p.8

Achievement and standards

2 How well do learners achieve? 2 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and disabilities make progress

p.8

learners?

1 The extent of learners' spiritual, moral, social and cultural development 1 The behaviour of learners 2 The attendance of learners 1 How well learners enjoy their education 1 The extent to which learners adopt safe practices 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

p.8

and interests of learners?

1 How well are learners cared for, guided and supported?

p.8

and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 8 of 10 Inspection Report: Hollycombe Primary School, 6 June 2007

p.8

and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 9 of 10 Inspection Report: Hollycombe Primary School, 6 June 2007

p.9

Text from letter to pupils explaining the findings of the inspection

6 June 2007 Dear Children Inspection of Hollycombe Primary School, Wardley Green, Milland, Liphook, Hampshire GU30 7LY I am writing to thank you for the part you played in the inspection of your school. I thoroughly enjoyed meeting you, and my conversations with you were a great help in getting to know your school in a short space of time. Firstly, you need to know you go to a good school where you make good progress. Here are some good things about your school: • Your headteacher leads you all very well and your teachers and the school governors are working hard to make the school even better. • You make good progress in English and mathematics. • You clearly enjoy school and take a great pride in your work. • You are a credit to your school and behave extremely well. • You artwork is wonderful and you have really good opportunities for ICT, sport and design and technology. • Teaching is good and you are right to say your teachers make learning fun.

p.10

Text from letter to pupils explaining the findings of the inspection

• Teachers take superb care of you and make sure you are kept safe. This is what I am asking the school to change: • Make sure that those of you who sometimes find work too easy are given more challenging tasks. I have no doubt you will continue to try your best to improve your work and work hard at whatever you do. I wish you every success for the future. Yours sincerely Eileen Chadwick Lead inspector 10 of 10 Inspection Report: Hollycombe Primary School, 6 June 2007

p.10