Holne Chase Primary School
phone: 01908 373640
headteacher: Ms Jo Klimek
315 pupils capacity: 89% full
140 boys 50%
140 girls 50%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 486059, Northing: 233246
- GPS coordinates
- Latitude: 51.991, Longitude: -0.74809
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Dec. 12, 2013
- Region › Const. › Ward
- South East › Milton Keynes South › Bletchley and Fenny Stratford
- Urban > 10k - less sparse
- Free school meals %
- 0.4 miles Castles First School MK36BA
- 0.4 miles St Thomas Aquinas Catholic Primary School MK35DT (291 pupils)
- 0.4 miles Queens School MK36EN
- 0.5 miles Rickley Junior School MK36EW
- 0.5 miles Lord Grey School MK36EW (1464 pupils)
- 0.5 miles Rickley Park Primary School MK36EW
- 0.5 miles Rickley Park Primary School MK36EW (461 pupils)
- 0.6 miles White Spire School MK36EW (144 pupils)
- 0.7 miles Alex Campbell Middle School MK35EN
- 0.7 miles Rivers Infant School MK37BB
- 0.7 miles Chestnuts Primary School MK35EN (324 pupils)
- 0.8 miles Romans Field School MK37AW (47 pupils)
- 0.8 miles Milton Keynes Primary Pupil Referral Unit MK37AW (10 pupils)
- 0.9 miles Ravenstone House MK37EG
- 0.9 miles Wellsmead Junior School MK37NA
- 0.9 miles Barleyhurst Park Primary MK37NA (199 pupils)
- 0.9 miles Bishop Parker Catholic School MK23BT (228 pupils)
- 0.9 miles Milton Keynes Preparatory School MK37EG (444 pupils)
- 0.9 miles The Bridge MK37HE
- 1 mile Knowles Nursery School MK22HB (80 pupils)
- 1 mile Knowles Junior School MK22HB
- 1 mile Knowles Infant School MK22HB
- 1 mile Eaton Mill Primary School MK23AH
- 1 mile The Premier Academy MK23AH (508 pupils)
27 March 2014
Ms Jo Klimek
Holne Chase Primary School
Dear Ms Klimek
Requires improvement: monitoring inspection visit to Holne Chase Primary
Following my visit to your school on 27 March 2014, I write on behalf of Her
Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the
findings. 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 December 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 recent section 5 inspection. The school should take
further action to:
sharpen the action plan so it includes measurable outcomes for pupils and
demonstrates clearly who is accountable for monitoring and evaluating
how well the outcomes for pupils are met
ensure that teachers’ assessments of pupils’ work are accurate,
particularly in mathematics
adapt the action plan to address more fully the slow progress in
mathematics of some year groups.
During the visit, I met with you, the governing body and a representative from the
local authority to discuss the action taken since the last inspection. I evaluated the
1-4 Portland Square
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Text Phone: 0161 6188524
|Direct T 0117 311 5307 |
school’s action plan. In addition, I scrutinised other school documentation including
records of leaders’ monitoring activity. I joined you on a tour of the school and
visited every year group, taking the opportunity to talk to pupils about their learning.
One class teacher has left and been replaced very recently. At the time of this
monitoring inspection, two appointments to fill two other vacancies were made. A
member of the teaching staff has been promoted to the role of assistant
Since the last inspection, leaders have sensibly re-written the improvement plan to
ensure that actions are appropriate to the areas requiring improvement, and that it
is clear who leads on what. It is welcome that leaders are already monitoring the
impact of actions taken. While the plan makes it clear who is responsible for taking
action, it is not clear enough what the intended impact is on outcomes for pupils.
This makes it difficult checking that actions are making the difference where it
In judging the quality of teaching, leaders are making more use of a variety of
evidence, including scrutiny of pupils’ work, learning walks and lesson observations.
Teachers are beginning to receive better feedback on their work, with leaders more
frequently checking what teachers had done to address their targets. Occasionally,
feedback lacks sufficient focus on pupils’ learning and the progress they are making.
The school has begun to gather the views of pupils more efficiently. During a
learning walk, pupils were able to describe succinctly what they were doing; pupils
were engaged in the tasks expected of them and they were confidently able to
describe the purpose of their work. In some classes, there was evidence of display
work that supported pupils’ learning, but not in all.
Teaching assistants have received some effective training since the last inspection.
Training has not yet been personalised to meet individual needs and leaders
recognise that a more bespoke approach is now required to develop teaching
Leaders now gather more information on the attainment and progress of pupils.
They have correctly identified that variations in progress across different year groups
remain, particularly in mathematics. They now need to ensure teachers’ assessments
of pupils’ progress in mathematics are accurate, as they are not sure this is currently
the case. Action planning should be adapted specifically to address slow progress in
mathematics in some year groups.
Leaders are able to illustrate from their own records, that attainment is rising, most
notably at Key Stage 2. Teachers’ assessments indicate that, for example, pupils in
Year 6 are now attaining expected levels in reading, writing and mathematics.
However, the headteacher acknowledges that teachers’ assessments are not always
accurate, and leaders are working to improve this.
The recently appointed Chair of the Governing Body brings a clear vision for the
school and is ambitious for its future. Governors are keen to gain accreditation
through the Governor Mark as a framework to measure their own effectiveness. A
clear programme of training has been established which focuses well upon
developing effective questioning skills and understanding of the school’s pupil
performance data. This approach is strengthened by governors’ wise use of external
consultancy support. Governors are not content simply to look at rates of progress
and levels of attainment; they have correctly sought additional information to help
check pupils’ achievement against national figures. They have organised training to
help them achieve this and are determined to improve their skills in order to
challenge leaders more effectively.
Governors have started a cycle of monitoring that includes focussed learning walks
to gather evidence first hand, although it is unclear what happens as a result. While
an external review is planned, as suggested at the last inspection, this has not yet
taken place. Governors agree that this should happen no later than the first half of
the summer term.
Ofsted may carry out further visits and, where necessary, provide further support
and challenge to the school until its next section 5 inspection.
The local authority linked officer is providing effective support to leaders and has
assisted with drafting the school’s action plan. A representative from the local
authority visits the school at suitably regular intervals. In addition, effective support
has been brokered by the local authority from a local teaching school (a school
where teaching has been judged outstanding by Ofsted). The school has secured
extra funding from the local authority to improve information and communications
technology provision. It is too early to assess the impact of this.
I am copying this letter to the Chair of the Governing Body and the Director of
Children’s Services for Milton Keynes.
Her Majesty’s Inspector