School etc

Hollydale Primary School

Hollydale Primary School
Hollydale Road

phone: 020 76392562

headteacher: Mrs F Thompson

school holidays: via Southwark council

270 pupils aged 4—10y mixed gender
308 pupils capacity: 88% full

120 boys 44%


150 girls 56%


Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 535369, Northing: 176100
GPS coordinates
Latitude: 51.468, Longitude: -0.052539
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 8, 2013
Region › Const. › Ward
London › Camberwell and Peckham › Nunhead
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Southwark

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  24. 0.6 miles Newlands School SE153AZ (58 pupils)

List of schools in Southwark

20 December 2013
Reema-Gee Reid

Hollydale Primary School
Hollydale Road


SE15 2AR

Dear Ms Reid

Monitoring inspection of Hollydale Primary School, Southwark carried out
under section 8 of the Education Act 2005.

Following my visit to your school on 18 December 2013, I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to report on the

findings of my visit. Thank you for the help you gave me and for the time you made

available to discuss the actions you are taking to improve the school since the most

recent section 5 inspection.

The visit was the first monitoring inspection since the school was judged to require

improvement following the section 5 inspection in October 2013. It was carried out

under section 8 of the Education Act 2005.

Senior leaders and governors are taking effective action to tackle the areas requiring

improvement identified at the last section 5 inspection. The school should take

immediate action to:

 use assessment information about disabled pupils and those with special

educational needs to identify their needs, plan support and track progress

from their starting points

 strengthen leadership by developing the skills of senior leaders and

holding them to account for the areas of the school’s work for which they

are responsible.


1-4 Portland Square




0300 123 1231

Text Phone: 0161 6188524

reveal email: enqu…

Direct T 0117 311 5359

Direct F 0117 315 0430

Email: reveal email: chri…


During the visit, I held meetings with you, leaders of subjects and phases, the

inclusion leader, the Chair of the Governing Body and f our other governors, the

school improvement partner and a consultant employed by the local authority. I
evaluated the school improvement plans. I visited lessons to look at the work of

teachers and pupils in all year groups.


Since the last inspection links have been established with good and outstanding

schools in the local authority so that leaders and governors can learn from the

practice of others.

Main findings

You have responded with urgency to the recommendations in the inspection report

and have introduced rapid changes. You have the confidence and support of other

leaders, the governors and the local authority. You understand the school’s str e ngths

and weaknesses and provide a clear direction. However, you take on too much of

the work yourself, because leadership roles are not organised well enough to share

responsibilities evenly. Leaders do not provide you with high quality support because

some need help to develop their skills. Since the last inspection the responsibilities of

leaders have been clearly defined in line with school improvement priorities and the

contribution of the leaders of subjects and phases has been strengthened. As a

result, they understand how they are to be held to account for the aspects of the

school’s work for which they are responsible.

Most progress has been made in changing staff’s attitudes to teaching and learning.

You expect staff to be outward looking and use carefully planned opportunities to

visit a range of other schools to observe good and outstanding practice and to work

with others. Although it is early days, teachers have higher expectations of what

pupils can achieve are beginning to be more innovative with their teaching. Teaching

assistants record the impact of the support they provide during lessons on the

recently introduced intervention sheet. As a result, they are developing a clearer

understanding of the contribution they make to pupils’ learning and progress.

However, they are not used as well as they could be in every year group.

Assessment information is not used consistently across the school because systems

to track pupils’ progress against targets are not well esta blished. Not all staff are

confident in using information to plan their lessons to match the needs and abilities

of different groups of pupils. This is particularly relevant for disabled pupils and

those with special educational needs, where the staff do not use information well

enough to identify needs, plan support and track progress from their starting points.

Improvement plans are of high quality because they set realistic targets. The include

key review points to measure and to identify further actions against tight timescales.

Planning reflects a strong partnership between the school staff, governors and the

local authority, with each partner checking the schools’ progress against targets


Governors have taken rapid and effective action following an external review of

governance to improve their knowledge, skills and understanding. They have a

realistic understanding of the school’s strengths and weaknesses and are determined

to make a difference. The formation of a school improvement oversight board has

allowed a small core group of governors to provide strong challenge to school

leaders. Link governors have been appointed and are well placed to monitor

progress against key priorities for improvement. Opportunities to work with effective

governors in other schools could be used to help them evaluate their own


Ofsted will continue to monitor the school until its next section 5 inspection.

External support

The school is drawing very well on the targeted support provided by t he local


school improvement partner and the consultant. Regular visits and half-

termly reviews of progress against the recommendations from the inspection report

provide external challenge to the school. Teachers and leaders are benefiting from

well-planned opportunities to observe effective teaching and learning and to work

with other schools that have been brokered by the local authority.

I am copying this letter to the Chair of the Governing Body and the Director of

Children’s Services for Southwark. This letter will be published on the Ofsted


Yours sincerely

Anne Wellham

Her Majesty’s Inspector

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