Holton-le-Clay Junior School
Executive Headteacher: Mrs Dawne Hunt
reveal email address
School holidays for Holton-le-Clay Junior School via Lincolnshire council
192 pupils capacity: 74% full
65 boys 45%
75 girls 52%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 529014, Northing: 402569
- GPS coordinates
- Latitude: 53.504, Longitude: -0.056277
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 12, 2014
- Region › Const. › Ward
- East Midlands › Louth and Horncastle › Holton le Clay
- Town and Fringe - less sparse
- Free school meals %
- 0.2 miles Holton Le Clay Infant School DN365AQ (111 pupils)
- 1.2 mile Enfield (New Waltham) Primary School DN364RB (106 pupils)
- 1.5 mile Tollbar Business and Enterprise College DN364RZ
- 1.5 mile Tollbar Academy DN364RZ (2145 pupils)
- 1.6 mile New Waltham Primary School DN364NH
- 1.6 mile Tetney Primary School DN365NG (131 pupils)
- 1.6 mile New Waltham Academy DN364NH (308 pupils)
- 2 miles The Leas Junior School DN370NU
- 2 miles The Leas Infants' School DN370NU
- 2 miles Humberston Maths and Computing College DN364TF
- 2 miles Waltham Leas Primary School DN370NU
- 2 miles Humberston Academy DN364TF (784 pupils)
- 2 miles Waltham Leas Primary Academy DN370NU (415 pupils)
- 2.1 miles Humberston Cloverfields Primary School DN364HS (255 pupils)
- 2.1 miles Humberston Park School DN364HS
- 2.1 miles Humberston Park School DN364HS (104 pupils)
- 2.1 miles Humberston Cloverfields Academy DN364HS
- 2.2 miles Humberston Infants School DN364HS
- 2.2 miles Humberston Junior School DN364HS
- 2.4 miles The Humberston CofE Primary School DN364HZ (253 pupils)
- 2.6 miles Fairfield Primary School DN333AE (311 pupils)
- 2.6 miles North Thoresby Primary School DN365PL
- 2.6 miles North Thoresby Primary School DN365PL (74 pupils)
- 2.7 miles Scartho Nursery School DN332EW (79 pupils)
Ofsted report transcript
Holton-le-Clay Junior School
Picksley Crescent, Holton-le-Clay, Grimsby, DN36 5DR
|Inspection dates||12–13 February 2014|
|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
| Pupils make good progress in reading, writing |
The 2013 Year 6 tests confirm above average
Pupils’ behaviour in lessons and around the
Teaching is good overall. Teachers plan
attainment in English and mathematics.
school is good. They feel safe and their
enthusiasm is reflected in consistently good
exciting lessons and inspire pupils to become
| The executive headteacher and her leadership |
Initiatives to track the progress that pupils
The school supports pupils who need extra
The partnership with Holton-le-Clay Infant
Pupils’ enthusiasm and participation in musical,
team have brought about rapid improvements
and have good capacity for further
make have improved teaching.
help in their learning well.
School is improving pupils’ achievement.
sporting and artistic activities are an important
factor in their personal development.
| The best practices in the teaching of writing |
Year 5 pupils make inconsistent progress in
are not widely shared to raise standards
English and mathematics.
| A small proportion of pupils reach Year 6 with |
gaps in their mathematical understanding.
Information about this inspection
- The inspector observed six lessons, all of which were jointly observed with the headteacher. A
number of small group activities were also observed with the headteacher.
- The inspector talked to pupils, looked at work in their books and listened to them read.
- During the inspection meetings were held with senior leaders, subject leaders and the special
educational needs coordinator. The lead inspector also had meetings with the Chair of the
Governing Body and a local authority representative.
- The inspector took account of the 22 responses on the online questionnaire, Parent View and
one letter from parents. He analysed the 16 questionnaires completed by school staff.
- The inspector observed the school at work and looked at a range of documentation, including its
development plans, information on pupils’ progress and attainment and evaluation of its own
performance. He looked at pupils’ books and reports produced by the local authority.
- The inspector also looked at information on staff performance and records relating to attendance
and behaviour, safeguarding and child protection.
|Alan Giles, Lead inspector||Additional Inspector|
Information about this school
- Holton-le-Clay is much smaller than the average junior school.
- Pupils are taught in separate Year 3 and Year 6 classes and in three mixed Year 4 and Year 5
- The vast majority of pupils are from White British backgrounds, and there are very few who
speak English as an additional language.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is below average. The proportion supported through school action plus or
through a statement of special educational needs is average.
- The proportion of pupils known to be eligible for the pupil premium is well below average. This
funding is to support pupils in local authority care, known to be eligible for free school meals or
from service families.
- The present headteacher is relatively new to the school and took up her post in September
- She is the executive headteacher within the Holton-le-Clay Junior and Holton-le-Clay Infant
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Improve the quality of teaching to be consistently good or better by:
Making sure teachers check on their pupils’ understanding in lessons to further help them
achieve the best they can
ensuring Year 5 teachers have consistently high enough expectations so they can set
ambitious targets for their pupils.
- Improve achievement by:
giving pupils more challenging work when they investigate and solve problems in mathematics
encouraging pupils to write more extensively and take more pride in the presentation of their
|The achievement of pupils||is good|
- Previous underperformance has been tackled successfully and now most pupils are making good
progress in reading, writing and mathematics.
- The Year 6 test results in 2013 showed attainment in English and mathematics to be above
average and this reflects good progress for pupils who entered school with skills that were
average for their age. A small proportion of more-able pupils underachieved in reading in these
- Good practices in the teaching of phonics (the sounds that letters make) are improving the
reading skills of younger pupils. Guided reading sessions successfully involve older pupils in
reading from a wide range of texts to broaden their skills and understanding and reading
standards are rising swiftly throughout the school.
- Pupil premium funding is used to provide extra learning resources and guidance from well-
trained support staff. Eligible pupils make good progress and in 2013 their attainment was level
with their classmates in mathematics whilst they were one term ahead of them in reading and
two terms ahead in writing.
- The small proportion of disabled pupils and those who have special educational needs make
good progress because teachers and teaching assistants successfully boost their confidence and
skill levels with clear steps to success. These pupils out-perform similar pupils nationally and
achieve as well as their school friends in reading.
- The more-able Year 6 pupils are on course to achieve well. They are very responsive to
challenging targets set for them, including regular visits to the local secondary school to work
with specialist teachers.
- High expectations of pupils in Years 3 and Year 4 are helping them to accelerate their learning
and nearly all make expected progress. High proportions of these considerably exceed
expectations and make outstanding progress.
- A significant proportion of Year 5 pupils have not made the progress they are capable of. This is
a main priority for the school and improvement plans are in place to improve key writing and
mathematical skills for these pupils.
|The quality of teaching||is good|
- Teachers are accurately assessing what all pupils are capable of when they arrive in Year 3.
Leaders have coordinated these practices across the infant and junior school partnership and
Year 3 pupils make a quick and positive start to their learning.
- Teachers use the extensive information available on pupils’ progress to plan challenging lessons
for all levels of ability. In a year 6 lesson pupils interpreted a Thomas Hardy poem on the sinking
of the Titanic, describing it as a ‘twist in the tale’ with ‘ironic’ outcomes.
- Teaching in other subjects is improving pupils’ English and mathematical skills because it inspires
them to be creative. Year 3 pupils talk excitedly about the features of Picasso paintings and Year
4 and Year 5 pupils use their iPads to research and record the geographical features needed to
host a Winter Olympic event.
- Teaching assistants are well deployed and contribute significantly to pupils’ good achievement.
They ensure that the support they provide for all abilities builds carefully on their current levels
of understanding to accelerate learning and progress further.
- The school has met the targets set by their last Ofsted inspection to improve teaching so that
pupils know what is expected of them in lessons. The success criteria for all abilities are made
clear by teachers when starting lessons, but the appropriate next steps are not always given to
maximise progress for all.
- When marking books teachers are accurately confirming and praising how well pupils have done
and what they need to do next. These comments are not consistently followed up to test
whether pupils have understood the directions given or have corrected their mistakes.
- Teaching needs to increase writing and mathematical challenges for a significant proportion of
pupils in Year 5. These need further inspiration and challenge to extend their writing and
presentation skills and consolidation of number understanding in problem-solving situations.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Often it is outstanding. No disruptive behaviour was observed at
any time during the inspection and school records show that this is typical.
- The school’s work to keep pupils safe and secure is good. Pupils have a sound understanding of
the different forms that bullying can take and they were keen to say bullying is very rare and
always dealt with effectively. They also understand the issues surrounding cyber-bullying.
- Pupils enjoy working together and often ‘partner-up’ in lessons. Good collaboration was evident
when Year 4 and 5 pupils developed character profiles in a Michael Morpurgo story and used
sweets to improve their understanding of fractions by applying them to real-life situations.
- On rare occasions, when teachers give over-lengthy instructions or their work becomes too easy,
some pupils lose focus and become restless.
- Attendance rates are good and pupils arrive at school and lessons on time. Parents agree that
their children are happy, safe and well looked after at school. The school promotes many health-
related activities and pupils participate eagerly in these.
- Pupils’ positive attitudes are clearly evident in the number of personal responsibilities they are
given, for example as counsellors and trained play leaders, and the very high numbers who
participate in after-school activities.
|The leadership and management||are good|
- Since her appointment in September 2012, the headteacher has provided strong leadership. She
swiftly and accurately identified the school-improvement actions needed for the school to be
- In questionnaires staff say that leaders are doing all they can to improve teaching and that they
agree with the direction the school is taking. Training is helping staff to meet most pupils’
progress targets and teachers’ effectiveness in the classroom is linked to pay and promotion.
- Initiatives to sharpen the tracking of the progress most pupils make have led to the collection of
more accurate information. This has enabled the school to improve teaching by stretching many
more pupils and enabling them to achieve their full potential.
- There is a strong commitment to evaluating how well things are going. Leaders have an
accurate overview of teaching strengths and in all joint observations the headteacher’s
judgements of teaching and learning matched those of the inspector. The impact of the actions
taken by leaders demonstrates the continuing capacity for improvement.
- Leaders have prioritised the need to use additional staff more effectively. The teaching of small-
group work and one-to-one learning is proving successful and is further accelerating the
progress of those pupils who need extra help, or further challenges, in their learning.
- The whole-school focus on the teaching of phonics and guided reading is improving the reading
skills of most pupils. Further measures to improve writing standards to the same levels are in
- Leaders have successfully monitored and evaluated the impact of action plans that focus on
practical investigations and problem-solving in mathematics. These actions have successfully
improved pupils’ understanding but have still to be consistently applied in all year groups.
- Other subject leaders are new to their roles and have had training to understand pupil progress
information more clearly. They are at an early stage of development but are enthusiastically
taking on their responsibilities to provide support to other teachers.
- The schools’ mission statement – ‘to help pupils understand the world and each other’ – is
successfully undertaken. Studies of world differences, international music and fair trade are just
a few examples of these successes.
- The school listens to pupils’ views very well, for example in religious education and personal,
social and health education and the pupils’ council and these activities have a positive impact on
their personal development.
- Leaders have promoted equal opportunities successfully whilst ensuring that there is no
discrimination within the school.
- The school is spending its sport funding on additional coaching expertise and a fuller
participation in the local sports partnership. A large number of pupils benefit from this by
accessing an extensive range of external sporting activities.
- The school works closely and collaboratively with the local authority and this has helped it
maintain a more securely good position.
- The governance of the school:
The governing body, led by a new chair, is working effectively with the headteacher to
consolidate the recent changes made.
Recent training and a review of its performance is improving the impact of the governing body
because governors now have a better understanding of the school’s strengths and
Members of the governing body have good levels of information from the headteacher to help
them hold the school to account for its performance and are well placed to support future
Governors oversee the arrangements for the spending of the pupil premium funding and are
aware of the approaches that have successfully raised the achievement of those pupils who
The governors understand how to measure the impact of the sport funding plans and
understand that the local sports partnerships are widening the scope for pupils’ participation in
The governing body makes sure that all safeguarding requirements are met.
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.
|Unique reference number||120497|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.
|Type of school||Junior|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||150|
|Appropriate authority||The governing body|
|Headteacher (Executive)||Dawne Hunt|
|Date of previous school inspection||10 May 2012|
|Telephone number||01472 826432|