|Name||Holbrook Primary School|
|Address||Holbrook School Lane, Horsham, RH12 5PP|
|Religious Character||Does Not Apply|
|Number of Pupils||413 (48.2% boys 51.8% girls)|
|Number of Pupils per Teacher||24.1|
|Local Authority||West Sussex|
|Percentage Free School Meals||1.9%|
|Percentage English is Not First Language||8.3%|
|Pupils with SEN Support||11.2%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (06 February 2018)
Note: There may have been more recent inspections, since 06 February 2018, such as monitoring visits or short inspections. For details of all inspections, please see above.
Information about this school
The school meets requirements on the publication of specified information on its website. The school is larger than the average-sized primary school. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The proportion of pupils supported by the pupil premium is much lower than that found in most primary schools. The proportion of pupils who have SEN and/or disabilities is above the national average. Most pupils are White British. The proportion of pupils who speak English as an additional language is below the national average. The school has a privately run breakfast club and after-school club, which are inspected separately.
Summary of key findings for parents and pupils
This is a good school Leaders and governors have secured further improvements in the quality of teaching, learning and assessment since the previous inspection. As a result, teaching continues to be effective across the school. Pupils make strong progress in a wide range of subjects, including English and mathematics. In 2017, standards in reading, writing and mathematics were higher than the national average at the end of both key stages. Children make rapid progress during early years. They settle quickly into school life and enjoy learning. The school’s attractive and orderly environment contributes well to pupils’ welfare, to their good behaviour and to their enjoyment of school. Leaders and governors have an accurate view of the school’s performance. They have identified the right priorities to ensure ongoing improvements in the school’s work. Developments in the structure and function of the leadership team have strengthened the school’s capacity to develop further. Governors’ roles have improved substantially since the previous inspection. They continue to challenge and support school leaders effectively. While pupils achieve well in writing, boys make slower progress than girls. Teaching does not deepen and extend learning consistently enough for the most able pupils.