Holly Grove Primary School
phone: 01543 278620
headteacher: Mrs Dawn O'hare
315 pupils capacity: 110% full
175 boys 50%
170 girls 49%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 404157, Northing: 310089
- GPS coordinates
- Latitude: 52.688, Longitude: -1.9399
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 8, 2013
- Region › Const. › Ward
- West Midlands › Lichfield › Chase Terrace
- Urban > 10k - less sparse
- Free school meals %
- 0.5 miles Chase Terrace Primary School WS71AH (336 pupils)
- 0.5 miles Chase Terrace Technology College WS72DB (1319 pupils)
- 0.5 miles Chase Terrace Middle School WS78AJ
- 0.6 miles Boney Hay Primary School WS72PF (127 pupils)
- 0.7 miles Boney Hay Middle School WS78PF
- 1 mile St Joseph and St Theresa Catholic Primary WS73XL (209 pupils)
- 1.1 mile Springhill Primary School WS74UN
- 1.1 mile Springhill Middle School WS78UN
- 1.1 mile Springhill Primary Academy WS74UN (200 pupils)
- 1.2 mile Chasetown Community School WS73QL (68 pupils)
- 1.3 mile Chasetown Primary School WS78QL
- 1.3 mile Gentleshaw Primary School WS154LY (138 pupils)
- 1.3 mile Highfields Primary School WS79BT (206 pupils)
- 1.3 mile Norton Canes High School WS119SP (421 pupils)
- 1.3 mile Ridgeway Middle School WS78TP
- 1.4 mile Park Primary School WS70BN
- 1.4 mile Ridgeway Primary School WS74TU (344 pupils)
- 1.4 mile Chasetown Specialist Sports College WS73QW
- 1.4 mile Erasmus Darwin Academy WS73QW (923 pupils)
- 1.5 mile Norton Canes Primary School WS119SQ
- 1.5 mile Norton Canes Primary Academy WS119SQ (275 pupils)
- 1.6 mile Heath Hayes Primary School WS122EP
- 1.6 mile Fulfen Primary School WS79BJ (390 pupils)
- 1.6 mile Heath Hayes Primary Academy WS122EP (159 pupils)
Holly Grove Primary School
Holly Grove Lane, Chase Terrace, Burntwood, WS7 1LU
|Inspection dates||8–9 May 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Children settle quickly when they start school. |
Pupils continue to achieve well in Years 1 to
Nearly all teaching is good and, in a few
They benefit from a wide range of exciting
experiences and make good progress in the
Early Years Foundation Stage.
6. For pupils currently in Years 5 and Year 6,
attainment in reading is well above average,
and above average in writing and
lessons, it is outstanding. Most teachers have
high expectations for pupils’ progress. This is
shown in their careful planning and the good
use they make of resources to ensure pupils
learn at a brisk pace.
| Adults have very supportive relationships with |
Pupils’ behaviour is good. They have very
The school is led and managed effectively. The
The school has very effective partnerships with
pupils. This fosters a strong sense of
community and ensures pupils enjoy school.
positive attitudes to learning and feel safe in
headteacher has improved the consistency of
monitoring in most year groups to ensure
pupils are taught well and pupils make good
progress overall by the end of Year 6.
other educational institutions to promote
| Some weaknesses in a few lessons, especially |
The marking of pupils’ work is not
in Years 3 and 4, slow the pace of learning
and hold back pupils’ achievement.
Monitoring of pupils’ learning and progress is
less well developed in these year groups.
consistently good enough to ensure that all
pupils know what they need to do next to
| Individual targets for staff are not focused |
Governors do not receive sufficiently clear
sharply enough to ensure their teaching
improves quickly to reach an outstanding level.
information about Key Stage 2 pupils’
achievement to enable them to hold leaders
fully to account for pupils’ performance.
|Inspection report:||Holly Grove Primary School, 8–9 May 2013||2 of 9|
Information about this inspection
- Inspectors observed teaching in 22 lessons taught by 16 teachers. Two of these lessons were
observed together with the headteacher.
- Samples of pupils’ work in English and mathematics were analysed. Inspectors listened to some
Year 2 and Year 6 pupils reading.
- Meetings were held with school staff, groups of pupils and governors. A telephone discussion
took place with a district manager from the local authority.
- Inspectors took account of the 39 questionnaires completed by staff and the 46 responses from
parents and carers to the online questionnaire (Parent View). Parents’ and pupils’ responses to
the school’s own surveys were considered. An inspector spoke informally to 16 parents at the
beginning of the school day.
- Inspectors looked at a range of evidence including: the work in pupils’ books; monitoring
records; school improvement plans; the school’s own data on pupils' attainment and progress;
and policies, procedures and records relating to safeguarding, behaviour and attendance.
|Robert Bone, Lead inspector||Additional Inspector|
|Derek Aitken||Additional Inspector|
|Wendy Hanrahan||Additional Inspector|
|Inspection report:||Holly Grove Primary School, 8–9 May 2013||3 of 9|
Information about this school
- This school is larger than most primary schools.
- The large majority of pupils are White British.
- The proportion of disabled pupils and pupils who have special educational needs supported
through school action and those pupils supported through school action plus or with a statement
of special educational needs is below average.
- The proportion of pupils for whom the school receives the pupil premium (extra government
funding for pupils known to be eligible for free school meals, children who are looked after by
the local authority and children of service families) is well below average.
- Children in the Early Years Foundation Stage are taught in two Nursery classes and two
Reception classes. Pupils in Years 1 to 6 are taught in mixed-age classes.
- The school works in partnership with local schools, the local authority and Wolverhampton
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress in English and mathematics.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching and further accelerate pupils’ progress,
especially in Years 3 and 4, by ensuring that:
all planned lesson activities are clearly focused on the next steps pupils need to take in their
pupils are always actively engaged in lessons so that they can learn at a fast pace
teachers follow a common marking policy and pupils make good use of teachers’ comments to
improve their work
senior leaders make the best possible use of staff’s individual targets and provide a clear
timetable for the necessary improvements in teaching to be made.
- Enhance the effectiveness of leadership and management by ensuring that:
senior leaders and teachers make better use of the school’s information about pupils’ progress
to enable more pupils to make accelerated progress in Years 3 and 4
governors are provided with clear information on Key Stage 2 pupils’ achievement so that they
can check carefully on how well these pupils are doing to enable them to hold senior leaders
sharply to account for pupils’ performance.
|Inspection report:||Holly Grove Primary School, 8–9 May 2013||4 of 9|
|The achievement of pupils||is good|
- Children start in the Nursery with levels of skills and knowledge which are below those typical for
their age. By the end of the Early Years Foundation Stage, they have made good progress and
start Year 1 with broadly average attainment. Well-planned partnership activities with parents
and a wealth of creative opportunities enable children to achieve well in all areas of their
learning. For example, the ‘space’ project involved parents in making space helmets with their
- Children are encouraged to develop an enthusiasm and curiosity for learning throughout the
Reception classes. This lays firm foundations for the good progress that pupils go on to make in
Key Stage 1.
- Year 1 pupils’ results in the phonics (letters and sounds) screening in 2012 were unexpectedly
below average so the school acted quickly to improve the quality of the teaching of phonics. By
the end of Year 2, pupils’ attainment is above average in reading, writing and mathematics.
- In Years 3 and 4, most pupils are working at, or just above, nationally expected levels.
Consistently good or better teaching accelerates pupils’ progress in upper Key Stage 2. Key
Stage 2 pupils’ attainment in Year 5 and Year 6 in English is now above average. Attainment in
reading is well above average. Year 6 pupils’ attainment in mathematics dipped in 2012 but
current Year 6 pupils’ work shows they are attaining above-average standards. A higher than
average proportion of pupils make the progress expected of them in English and mathematics.
- The school’s information about pupils’ attainment and progress shows that there are no
significant differences in the achievement of boys and girls. Disabled pupils and those who have
special educational needs make similar progress to their classmates.
- Pupils known to be eligible for the pupil premium make as good progress as their classmates.
Eligible Year 6 pupils in 2012 were working two terms behind their classmates in English and
mathematics but at the same levels as similar pupils across the country. Currently, there are no
eligible pupils in Year 6. Most eligible pupils in other year groups are working one term behind all
pupils nationally in English and mathematics. The school has employed an additional teacher and
teaching assistants to give eligible pupils additional class and one-to-one support.
|The quality of teaching||is good|
- Most teaching is good and there is some that is outstanding. In the good and outstanding
lessons, teachers consistently make sure that lesson activities are matched to pupils’ needs.
They plan what is to be learnt carefully, have resources readily available and ensure that all
adults working with pupils are clear about their roles. For example, in an outstanding physical
education lesson in Key Stage 1, the teacher’s careful demonstration of sequences in pupils’
movements enabled pupils of all abilities to develop the self-confidence and skills necessary to
create their own routines using a variety of well-chosen apparatus.
- Literacy and numeracy skills are taught well and this enables pupils to make good progress in
most year groups. The teaching of reading is a particular strength, and pupils read widely and
talk confidently about their reading.
- In the Early Years Foundation Stage, children benefit from real-life experiences, such as a visit to
the fire station and have, for example, fire-fighters’ clothing and equipment to use in class to
make their role-plays more memorable. Adults ask probing questions that enable children to
explore their own ideas. For example, in the ‘space’ project, children gave detailed answers on
how ‘alien jelly’ feels and what properties it might have.
|Inspection report:||Holly Grove Primary School, 8–9 May 2013||5 of 9|
- Disabled pupils and those who have special educational needs are taught well. Teachers’ and
learning support assistants’ very good subject knowledge promotes these pupils’ good progress,
independence, co-operation and enjoyment. For example, in a Year 6 mathematics lesson, after
the teacher’s clear explanations, these pupils worked together on the area of triangles and
carefully followed the demonstrations of their classmates in using equations and brackets to
solve the problem and to move on to harder work.
- In a few lessons, especially in Years 3 and 4, teachers spend too much time on introductions to
lessons or on lengthy explanations. In these lessons, planning is not clearly focused on what
pupils need to learn next. This prevents pupils from being actively engaged throughout the
lessons and slows the pace of learning.
- Where teaching is good or better, pupils say that they value the comments teachers make about
their work. However, the lack of a common marking policy results in inconsistency in teachers’
marking. Sometimes, teachers do not give pupils enough guidance on how to improve their
|The behaviour and safety of pupils||are good|
- Pupils have very positive attitudes to learning in nearly all lessons. They listen carefully, waste
no time in settling to their tasks and work hard. Younger pupils say they enjoy all aspects of
learning and school. Older pupils are very knowledgeable about how well they are doing and are
proud of their school.
- The school has clear strategies for encouraging good behaviour and learning, for example
through the ‘TORCH’ (Tolerance, Ownership, Respect, Co-operation and Happiness) approach.
This was shown in an ambitious, well-planned Key Stage 1 assembly, where pupils were given
numerous opportunities to think hard and reflect about the values they should uphold. Pupils
were keen to participate, share their own views and listen to those of others, and they enjoyed
- Behaviour in and around the school and on the playground is good. Older pupils reported that
when they first came to the school it was ‘all like one big happy family’. Pupils say that bullying
is rare and that the trained Year 6 peer mediators make a positive difference in settling minor
arguments or ‘fallouts’. Pupils follow the school rules and respect the traffic light card system
used for the very few instances of poor behaviour. The pupils reported that on the infrequent
occasions pupils are given an amber card it ‘calms pupils down quickly’.
- Pupils know how to stay safe because they have lessons on road and internet safety, and regular
visits from outside speakers from Childline and the police service. Older pupils are particularly
aware of the importance of keeping personal information safe when using the internet. Younger
pupils benefit from ‘Forest School’ activities in learning about risks and dangers when playing
- Attendance is average and is rising in line with the increase in attendance rates nationally. The
school positively promotes attendance through whole-school and class awards and the ‘stars
display’ which reflects the school logo ‘Reach for the stars’ and celebrates each week various
aspects of pupils’ achievements. The school is very active in following up instances of low
|Inspection report:||Holly Grove Primary School, 8–9 May 2013||6 of 9|
|The leadership and management||are good|
- Since the previous inspection, the headteacher has improved the way the leadership team uses a
range of data to set targets for pupils and to identify priority areas for the school development
plan. She has also improved several arrangements for checking on the quality of teaching and
the progress that pupils are making.
- The school works well with parents and carers. It has formed good partnerships with other
educational institutions and shares its expertise widely; for example, in working with disabled
pupils and those who have special educational needs to support other schools. Links with a local
university are used effectively to promote improvements in teaching.
- All pupils have equal access to subjects and activities and, as a result of opportunities to think
and understand the feelings of themselves and others, their spiritual, moral, social and cultural
development is strong. Staff have recently benefited from specialist training to combat
- The local authority supports the school effectively. The school has benefited from support from
the local authority Early Years team and an external consultant to improve provision for children.
- Most subject and other leaders also demonstrate strong leadership skills; for example, in
providing for disabled pupils and those who have special educational needs. Leadership in Years
3 and 4 has not focused closely enough on improving teaching to outstanding by making sure
that lesson planning is of high quality and pupils learn quickly in these year groups.
- All teachers are observed by the headteacher or deputy headteacher and suitable targets for
improvement are set. However, these targets are not always focused sharply enough to improve
less good teaching and to make more teaching outstanding. The targets do not set firm
timescales or establish clear arrangements for checking whether teachers’ expertise has
- The governance of the school:
Governors ensure that the school meets all legal requirements, including for safeguarding.
They receive informative reports about the curriculum and Key Stage 1 pupils’ achievements
and they know, through their visits, what staff are doing to raise pupils’ attainment further in
writing and mathematics. However, they do not demand enough clear information on pupils’
achievement in Key Stage 2 to enable them to assess accurately how closely this compares to
pupils in other schools and to hold leaders sharply to account for pupils’ performance in this
key stage. They have a clear overview of the quality of teaching, how this relates to pay rises
for staff, and the reasons taken for the actions to improve teaching. They keep a close check
on finances and health and safety matters, and have some knowledge of the strategies used
to raise attainment for pupils’ eligible for pupil premium spending.
|Inspection report:||Holly Grove Primary School, 8–9 May 2013||7 of 9|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||Holly Grove Primary School, 8–9 May 2013||8 of 9|
|Unique reference number||124212|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||345|
|Appropriate authority||The governing body|
|Date of previous school inspection||23 January 2008|
|Telephone number||01543 278620|
|Fax number||01543 276900|