Holden Clough Primary School

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About Holden Clough Primary School

Name Holden Clough Primary School
Website http://www.holdenclough.tameside.sch.uk/
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher Mr Faik Kordemir
Address St. Albans Avenue, Ashton-under-Lyne, OL6 8XN
Phone Number 01613305248
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Local Authority Tameside
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

What is it like to attend this school?

Pupils enjoy coming to this welcoming and caring school. Leaders and staff are ambitious for the achievement of all pupils, including those with special educational needs and/or disabilities (SEND).

As a result, pupils achieve well in the majority of subjects.

Pupils benefit from the strong sense of community at the school. They have a good and respectful understanding of different faiths.

Pupils understand fairness, and they know that everyone is equal, regardless of any differences. Pupils flourish in leadership roles, such as the sports crew and the pupil leadership team.

Pupils feel safe.

They said that their friends, and the staff, look... after them well. Leaders support pupils' social, emotional and mental health needs effectively. Pupils' learning is successfully enhanced by leaders and staff through a range of trips and after-school clubs.

Classrooms are calm. This allows pupils to do their best in lessons. Teachers have high expectations for behaviour.

Pupils behave very well. Teachers act quickly and successfully to resolve the few instances of bullying.

Leaders have ensured that classrooms and corridors promote reading, with well-displayed books and reading materials.

As a consequence, pupils talk enthusiastically about books and reading and are developing effective reading habits and skills.

What does the school do well and what does it need to do better?

Leaders have developed an ambitious curriculum for pupils, including disadvantaged pupils and those with SEND. The curriculum in the early years provides the foundations for children's future learning.

Leaders have made sure that teachers know what pupils need to learn and understand in the majority of subjects.

However, a small number of subjects are at an earlier stage of development. The subject-specific knowledge and understanding have not been clearly thought through.

This means that it is less clear what pupils should know in these subjects. This sometimes prevents teachers from revisiting earlier learning to ensure that pupils' previous knowledge is secure. As a result, pupils do not remember the important knowledge that they need to be successful in future learning.

The teaching of phonics begins when children start in the early years. Teachers develop children's early reading through nursery rhymes and songs, which provide a repetition of sounds and words. Leaders make sure that pupils learn phonics in a well-ordered manner.

Teachers check pupils' recall of the sounds they have been taught previously before introducing new sounds and letters. Where pupils' recall is not secure, effective additional support is given to make sure that they can keep up with their classmates. By the end of key stage 1, most pupils can read fluently and confidently.

In key stage 2, leaders have introduced a well-structured reading curriculum to ensure that pupils develop their comprehension skills. Older pupils read fluently. They talk with enthusiasm about the books they have read.

Teachers' subject knowledge is often used well to promote learning. Teachers usually check how well pupils learn. These checks are particularly effective in English and mathematics, for example, where teachers address any gaps in pupils' knowledge and learning well.

Teaching assistants support pupils' learning effectively.

Leaders have effective systems to identify the specific needs of pupils with SEND. Staff are well trained in the support that they give these pupils.

Together, staff and other professionals ensure that pupils with SEND can enjoy the same learning as, and make similar progress to, other pupils.

Pupils behave very well. They listen well in class and concentrate on their learning.

Pupils are keen to do their best. All this supports their learning. Children in the early years quickly adopt the clear routines to help them work and play safely and purposefully.

This helps them to learn and play together well.

Pupils enjoy the many opportunities available to them, including swimming and a wide range of after-school clubs. They enjoy the variety of activities available at lunchtimes.

Pupils are taught to keep themselves safe and healthy.

Staff talked positively about the strong teamwork and supportive relationships that exist in the school. They know that leaders are considerate of their workload.

They appreciate leaders' understanding of their work-life balance. Staff said that they are proud to work at the school.

Governors know the school well.

They work productively with leaders to understand how well the curriculum is helping pupils to know more and remember more.

Parents and carers speak positively about the support provided to their children and families. They know that their concerns will be listened to, and value the school's response.


The arrangements for safeguarding are effective.

Appropriate training ensures that leaders and staff have an effective knowledge and understanding of their role in keeping pupils safe. Leaders have implemented clear procedures for the identification of families and pupils at risk.

Leaders and staff identify pupils at risk swiftly and promptly. Leaders' effective liaison with other agencies ensures that pupils and families are well supported.Leaders have developed the curriculum to teach pupils about personal safety, including online safety and road safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The most important knowledge that pupils and children are expected to learn has not been sufficiently established in a small number of subjects. This stops teachers from identifying pupils' earlier learning so that they can embed and deepen pupils' knowledge before they tackle new concepts. Leaders should improve the curriculum in these subjects, from the early years to Year 6, so that pupils' learning can be deepened.

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