School etc

Holly Grove Primary School

Holly Grove Primary School
Holly Grove Lane
Chase Terrace

phone: 01543 278620

headteacher: Mrs Dawn O'hare

reveal email: off…


school holidays: via Staffordshire council

347 pupils aged 3—10y mixed gender
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 %

rooms to rent in Burntwood

Schools nearby

  1. 0.5 miles Chase Terrace Primary School WS71AH (336 pupils)
  2. 0.5 miles Chase Terrace Technology College WS72DB (1319 pupils)
  3. 0.5 miles Chase Terrace Middle School WS78AJ
  4. 0.6 miles Boney Hay Primary School WS72PF (127 pupils)
  5. 0.7 miles Boney Hay Middle School WS78PF
  6. 1 mile St Joseph and St Theresa Catholic Primary WS73XL (209 pupils)
  7. 1.1 mile Springhill Primary School WS74UN
  8. 1.1 mile Springhill Middle School WS78UN
  9. 1.1 mile Springhill Primary Academy WS74UN (200 pupils)
  10. 1.2 mile Chasetown Community School WS73QL (68 pupils)
  11. 1.3 mile Chasetown Primary School WS78QL
  12. 1.3 mile Gentleshaw Primary School WS154LY (138 pupils)
  13. 1.3 mile Highfields Primary School WS79BT (206 pupils)
  14. 1.3 mile Norton Canes High School WS119SP (421 pupils)
  15. 1.3 mile Ridgeway Middle School WS78TP
  16. 1.4 mile Park Primary School WS70BN
  17. 1.4 mile Ridgeway Primary School WS74TU (344 pupils)
  18. 1.4 mile Chasetown Specialist Sports College WS73QW
  19. 1.4 mile Erasmus Darwin Academy WS73QW (923 pupils)
  20. 1.5 mile Norton Canes Primary School WS119SQ
  21. 1.5 mile Norton Canes Primary Academy WS119SQ (275 pupils)
  22. 1.6 mile Heath Hayes Primary School WS122EP
  23. 1.6 mile Fulfen Primary School WS79BJ (390 pupils)
  24. 1.6 mile Heath Hayes Primary Academy WS122EP (159 pupils)

List of schools in Burntwood

School report

Holly Grove Primary School

Holly Grove Lane, Chase Terrace, Burntwood, WS7 1LU

Inspection dates 8–9 May 2013
Overall effectiveness This inspection: Good 2
Previous 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
pupils’ learning.
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.

Inspection team

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

Full report

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

Inspection judgements

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
    the experience.
  • 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
    prejudice-based bullying.
  • 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 Judgement Description
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

School details

Unique reference number 124212
Local authority Staffordshire
Inspection number 403551

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

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 345
Appropriate authority The governing body
Chair Shawn Woodcock
Headteacher Dawn O'Hare
Date of previous school inspection 23 January 2008
Telephone number 01543 278620
Fax number 01543 276900
Email address reveal email: off…


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