phone: 0121 5237321
headteacher: Mrs Patricia Walters
1060 pupils capacity: 108% full
590 boys 52%
550 girls 48%
Last updated: June 18, 2014
Secondary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 406784, Northing: 289217
- GPS coordinates
- Latitude: 52.501, Longitude: -1.9015
- Accepting pupils
- 11—18 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 26, 2012
- Region › Const. › Ward
- West Midlands › Birmingham, Ladywood › Aston
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Arts (Operational)
- Sixth form
- Has a sixth form
- Free school meals %
- Learning provider ref #
- 0.1 miles Lozells Junior and Infant School and Nursery B192EJ (478 pupils)
- 0.1 miles Lozells Primary School B192EJ
- 0.2 miles Newtown Nursery School B192NS (62 pupils)
- 0.3 miles Mohiuddin Girls School and College B65NQ
- 0.4 miles Prince Albert Junior and Infant School B65NH (739 pupils)
- 0.4 miles Anglesey Infant School B191RA
- 0.4 miles Chilwell Croft Primary School B192QH
- 0.4 miles Anglesey Junior School B192YA
- 0.4 miles Mansfield Green Community School B65NH
- 0.4 miles Anglesey Primary School B191RA (759 pupils)
- 0.4 miles Chilwell Croft Academy B192QH (381 pupils)
- 0.4 miles Nishkam High School B192LF (254 pupils)
- 0.4 miles Mansfield Green E-ACT Academy B65NH (412 pupils)
- 0.5 miles Heathfield Primary School B191HJ (461 pupils)
- 0.5 miles Mayfield School B191HJ (249 pupils)
- 0.5 miles Sporting Edge Independent School B192YX (6 pupils)
- 0.6 miles Brearley Nursery School B193XJ (106 pupils)
- 0.6 miles Birchfield Community School B66AJ (749 pupils)
- 0.6 miles Aston Tower Community Primary School B65BE (442 pupils)
- 0.6 miles St Chad's Catholic Primary School B193XD (203 pupils)
- 0.6 miles St Francis Catholic Primary School B191PH (405 pupils)
- 0.6 miles Sacred Heart Catholic School B203AE (207 pupils)
- 0.6 miles Aston Manor School B64PZ
- 0.6 miles Birchfield Independent Girls' School B66JU (148 pupils)
Wheeler Street, Lozells, Birmingham, B19 2EP
|Inspection dates||26–27 September 2012|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| The school’s headteacher has resoundingly |
The headteacher’s vision is now having an
Staff work exceptionally well together. They
Pupils thoroughly enjoy coming to school,
delivered her mission ‘to give our pupils a
voice in society’. She has ensured high and
still rising educational and personal
development standards for pupils,
irrespective of their backgrounds and home
circumstances. As a result, the school is
outstandingly effective as the gateway to a
fulfilling future life and career for the young
people of Lozells.
impact further afield through the effective
school improvement work she is leading with
other schools in and beyond Birmingham.
model supportive teamwork, resulting in a
common high-quality approach to teaching
across subjects, year groups and levels of
management. This has established a friendly,
hardworking and very pleasant working ethos
that pupils actively help to sustain.
know they are well cared for, listened to, are
safe and know how to seek help if they need
it. They treat each other and staff with great
| Academic standards have continued to rise |
Leaders ensure that outstanding teaching is
Occasionally, pupils’ level of reading text is in
Very strong governance has ensured
The sixth form is also outstanding. The
year on year, and are above national
averages. The school has eliminated the
national attainment gap for pupils whose
circumstances make them vulnerable to
exceptional equality of opportunity for all.
characterised by expertly planned and high-
paced lesson activities pitched to stretch
pupils of every ability. This is coupled with
effective assessment and feedback so they
know how to further improve their work.
advance of their understanding of it, with the
school recognising the need to further
improve higher-order thinking and
outstanding achievement and teaching,
despite the upheaval involved in moving to
rapidly growing sixth form has already
outstripped the teaching space available.
|inspection report:||Holte School, 26–27 September 2012||2 of 10|
Information about this inspection
- Inspectors observed the school’s work and scrutinised key documents including school
performance and behaviour data.
- Inspectors observed 39 lessons, taught by 39 different teachers across a range of subjects and
- Inspectors met with groups of teachers, support staff and governors and spoke to a
representative of the local authority.
- Inspectors met with representative groups of pupils and students formally, and also spoke with
and listened to pupils in lessons and around the school.
- No parental responses were recorded on Parent View. Staff returned 62 completed
|Brian Cartwright, Lead inspector||Her Majesty’s Inspector|
|Sumeya Bhikhu||Additional Inspector|
|Dorothy Bond||Additional Inspector|
|Raye Allison-Smith||Additional Inspector|
|inspection report:||Holte School, 26–27 September 2012||3 of 10|
Information about this school
- The school is slightly larger than the average secondary school.
- Since the last inspection, the school started a sixth form in 2010.
- The school moved into new premises in 2011.
- There is a higher than national proportion of pupils known to be eligible for the pupil premium,
at 65% compared with 16% nationally.
- Almost all pupils are from minority ethnic groups; the large majority are from a range of Asian
- There is a much higher than national proportion of pupils whose first language is not believed
to be English, at 88% compared with 12% nationally.
- There is a much higher than national proportion of pupils supported through school action, and
a much higher than national proportion of pupils supported at school action plus or with a
statement of special educational needs.
- The school leads a federation which comprises a primary school (Lozells Junior, Infant and
Nursery School) and an all-through special school (Mayfield), which caters for disabled pupils
with profound and severe special educational needs. All three schools occupy the same
purpose-built building which is collectively called ‘HML’.
- The headteacher leads the support of several other schools. She is executive headteacher of
Lozells Junior, Infant and Nursery School, and Holte is sponsoring Lozells towards academy
status. Holte is co-sponsoring Blue Coat CofE Academy in Walsall and has seconded senior
leadership there. Two other Walsall primary schools (Croft and Birchills) are currently being
supported. Holte has previously supported Streetly (Walsall), Cockshut School and Castle Vale
- The school meets the government’s current floor standards.
What does the school need to do to improve further?
- Urgently provide additional accommodation to meet the needs of the sixth form in order to
ensure the effective continued operation of the school building.
- Further develop the coordination of cross-curricular literacy to ensure even better
communication skills, particularly in reading for understanding and in writing for subject-based
|inspection report:||Holte School, 26–27 September 2012||4 of 10|
|The achievement of pupils||is outstanding|
- Pupils start Year 7 with academic attainment significantly lower than average. They all
make outstanding progress through the school, attaining above-average standards in Year
11, including pupils known to be eligible for the pupil premium, and disabled pupils and
those with special educational needs. The proportion of pupils with five A* to C GCSE
grades including English and mathematics has been rising much faster than in the rest of
the country, and is now well above the national average. This striking success for these
groups of pupils is the key measure of how well this school achieves equality of
- Pupils for whom English is not their first language achieve exceptionally well, including
pupils who recently arrived in the country with no English speaking skills. Many teaching
and support staff are bilingual, which aids in the acquisition of English for new arrivals.
Many pupils work as literacy ‘mentors’ with younger pupils, including with pupils in Years 5
and 6 at Lozells. The result is that pupils from all backgrounds know they are welcome in
England, achieve well, and the school can be proud of its success in fostering good
community relations and tackling discrimination.
- Almost every pupil in 2011 moved onto education, employment or training at age 16; at
98%, this figure is much higher than the national average.
- In a few cases, inspectors found that pupils’ technical reading ability outstripped their full
understanding of the passage; this may reflect their relative lack of familiarity with English
and its vocabulary, and is not a major concern. The school has begun a review of whole-
school literacy policy to help pupils to develop better communications skills, exploit subject-
based literacy opportunities and improve transition from primary school as their standards
rise as a result of support from Holte.
- Sixth form students make excellent progress. The first group of students started with below
average attainment compared to most sixth formers nationally. They achieved higher than
average scores per subject in 2012, representing outstanding achievement. All have been
successful in gaining university places. For most, they are their families’ first
Early entry for GCSE is a critical element in securing the long-term success of many pupils,
particularly girls. It helps them retain independence and stay in education and is a major
success in the school’s promotion of equality. The sixth form is also proving a vital gateway,
particularly for girls, to stay in their local community to study and then successfully move
into higher education.
|The quality of teaching||is outstanding|
- Teaching and learning over time are outstanding. This is because teachers know their
pupils very well individually, and prepare lesson activities that are well matched, but
challenging, to their pupils’ learning needs. Pupils respond eagerly as a result, contributing
substantially to their learning by asking questions and staying focused on the tasks
- For example, pupils really enjoyed the practical aspects of a chemistry lesson on ‘flame
tests’. However, simply recording colours matched to elements was not enough. The
teacher required pupils to think of word equations that might explain the possible reactions
they were seeing, and then to find out how to complete balanced symbol equations. This is
demanding science work well beyond GCSE. It is typical of the best teaching at Holte as
pupils are challenged to master the deeper intricacies of their subjects.
|Inspection report:||Holte School, 26–27 September 2012||5 of 10|
- Teachers and teaching assistants monitor learning closely, and are quick to provide praise,
support and guidance to every pupil, both verbally and in written-marking feedback.
- Teaching sets in all subjects are regularly changed, creating a sense of competition that
pupils enjoy, but also helping to refine the match of work to pupils’ prior knowledge.
- In Year 11, pupils are split into 13 small tutor groups, putting pupils with similar learning
needs together. For example, pupils needing additional mathematics support will have a
tutor who is a specialist mathematics teacher. Senior staff contribute to this excellent
personalised tutoring approach.
- Teachers frequently value pupils’ work, through praise and by displaying the best examples.
Pupils very much appreciate this acknowledgement and are proud to work hard for that
reward. One pupil noted that this was the first time they had been valued for who they are.
Very occasionally, a lesson requires improvement, when pupils do not get enough
opportunity to think for themselves because the teacher talks for too long.
|The behaviour and safety of pupils||is outstanding|
- Pupils are lively, enthusiastic and polite towards each other and staff. Teachers, other staff
and sixth formers model the smart dress and orderly movement around the school, and
gently encourage compliance with good conduct. As one pupil observed, ‘We dress smartly
so we will work smartly.’
- Voices are never raised by staff; during the inspection there were no lessons in which a
teacher had to resort to using the school’s behaviour policy, because behaviour in every
lesson, by every pupil, was exemplary. Nor did inspectors overhear any offensive language
in and around the school during unstructured times such as break or lunchtime.
- Pupils share the social spaces with pupils from Mayfield School, and in doing so gain an
important insight into their needs, learning how to avoid discrimination.
- Occasionally, things do go wrong. The school makes it absolutely clear that violence or
verbal abuse is unacceptable whatever the reason, and will result in exclusion. Records
show exclusions are reducing, although they are above the national average. Pupils
recognise the justice of the disciplinary system, saying that the school will always work with
pupils to improve their behaviour and will never give up on them.
- Pupils say they feel safe, thoroughly enjoy school and they specifically mentioned the
proactive interest in their welfare taken by staff, at all levels, on a daily basis. Pupils know
how to seek help and are regular users of the school’s online reporting system that gives
them a way to voice concerns to staff even when not in school. This is a key factor in the
school’s excellent management of any bullying, which is swiftly dealt with on the rare
occasions it is reported. The school systematically teaches pupils how to handle the various
forms of bullying including cyber and homophobic bullying, and involves the school council
in refining policies.
- Attendance is above average and improving year on year; persistent absence is below
average and decreasing for all groups of pupils. Punctuality to school, and to lessons, is
very high. The school does not authorise any term-time holiday absence.
|Inspection report:||Holte School, 26–27 September 2012||6 of 10|
- Pupils are generous of their time and money in supporting local and national charity work.
The school council is proactive in evaluating the quality of pupils’ life, including pupils’
concerns about the new building.
Hundreds of pupils have a school lunch, leading to long queues at present because cash
tills and serving points are not yet well matched to demand. However, the atmosphere in
the dining spaces is delightful and civilised – yet lively with social conversations with staff
and pupils eating and talking happily together.
|The leadership and management||is outstanding|
- The headteacher has led this school from very low, to very high pupil achievement primarily
through her unswerving confidence in the intrinsic capabilities of every single pupil,
irrespective of their circumstances. She has inculcated that philosophy among other staff,
so they all commit to overcoming any barrier to achievement that their pupils might face.
- The rigorous monitoring every six weeks of pupils’ progress allows swift intervention. There
has been some underperformance in science but effective support for its departmental
leadership has resolved that situation.
- The curriculum is predominantly academic, designed to equip pupils and students for a
competitive work-place requiring high-level basic skills and a good education all round.
- Staff of all responsibilities and job descriptions work hard, because they want to make, and
enjoy making, a difference for these pupils. They know they are supported by governors
and the headteacher, and also know their professional development needs will be
accurately evaluated and then fully met through bespoke training.
- Teacher and support staff performance management is supportive but robust; not all staff
presenting evidence for progressing through a threshold are accepted at their first attempt.
Outcomes for pupils drive performance management decisions.
- Parents provide excellent support to the school, and this has been nationally recognised
through the award of The Inclusion Quality Mark - Centre of Excellence, Cultural Diversity
Quality Standard - Gold and the Leading Parent Partnership Award. In turn, the school
frequently surveys parents and carers for their views. This evidence shows parents and
carers are overwhelmingly positive about the quality of education their children receive.
- The school leads on behalf of the local authority in supporting other local and regional
schools that require improvement, seconding leaders to improve teaching and reinvigorate
- The governance of the school:
is outstanding, visionary, energetic and very well informed about school performance,
academically and financially
has successfully steered the school through new building work and federations with
struggling schools in need of support
has ensured the new sixth form is a resounding success, but a lack of space as a result of
the rapid growth in student numbers means sixth form lessons take place in rooms
assigned as offices or store rooms; the situation is not yet hampering students’ progress
but is unsustainable over time
ensures statutory duties are met, including compliance with and review of policies for
keeping pupils safe
tightly controls financial arrangements, so the school has a healthy budget position; for
example, teaching staff are able to call upon pupil premium money to directly support
individual pupils’ needs that they have identified, including equipment, clothing and other
|Inspection report:||Holte School, 26–27 September 2012||7 of 10|
|inspection report:||Holte School, 26–27 September 2012||8 of 10|
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:||Holte School, 26–27 September 2012||9 of 10|
|Unique reference number||103509|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Comprehensive|
|Age range of pupils||11–18|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||1104|
|Of which, number on roll in sixth form||215|
|Appropriate authority||The governing body|
|Date of previous school inspection||08 July 2009|
|Telephone number||0121 5664370|
|Fax number||0121 566 4372|
|inspection report:||Holte School, 26–27 September 2012||10 of 10|