Hollin Primary School


Name Hollin Primary School
Website http://www.hollin.rochdale.sch.uk
Inspections
Ofsted Inspections
Address Waverley Road, Middleton, Manchester, M24 6JG
Phone Number 01616435148
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 340 (52.9% boys 47.1% girls)
Number of Pupils per Teacher 22.1
Local Authority Rochdale
Percentage Free School Meals 38.4%
Percentage English is Not First Language 16.5%
Persistent Absence 8.6%
Pupils with SEN Support 12.4%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about the school

This is a smaller than average-sized primary school.

The proportion of pupils known to be eligible for free school meals is more than twice the national average. There is a well-below average proportion of pupils from minority-ethnic heritages and few pupils speak English as an additional language. The proportion of pupils supported by school action plus or with a statement of special educational needs is below that usually found.

The school meets the current government floor standard which sets the minimum expectations for attainment and progress. Hollin Primary is a nationally-accredited Healthy School and an Investor in People. It also holds the Leading Parent Partnership Award and is a Professional Development School accredited by Manchester Metropolitan University Institute of Education.

There have been several staffing changes since the previous inspection, including the appointment of a new assistant headteacher. Hollin Primary is co-located with Newlands School, a primary special school. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Key Findings

This is an outstanding school.

High expectations, excellent levels of care, support and guidance and realistic challenge in the classroom for all groups leads to pupils in all key stages making exceptional progress in both their personal and academic development. From exceptionally low skills for their age on entry to the Early Years Foundation Stage, pupils achieve outstandingly well in all areas of the school and reach well above-average attainment in both English and mathematics by the end of Year 6. Pupils’ skills in writing are also improving apace, but their progress in this subject in Key Stage 1 is not quite as good as it is in reading and mathematics.

Over time, the quality of teaching is outstanding and is characterised by accurate assessment of pupils’ progress, comprehensive lesson preparation and an overriding emphasis on raising standards. As a result, pupils are engrossed in their learning, take responsibility for their own progress and approach their studies with a maturity which belies their years. Pupils show an immense pride in their school, in their classmates and in the adults who work with them.

They also engage most warmly with pupils from the co-located special school. They behave exceptionally well in lessons, around the site and when representing the school outside its walls. They are adamant that bullying is extremely rare and that if it does occur, it is dealt with swiftly and effectively.

Outstanding leadership of teaching and management of performance at all levels ensure that the school plays a seminal role in promoting pupils’ self-esteem, in supporting their families and in raising the aspirations of the local community. The creative curriculum has an excellent impact on pupils’ spiritual, moral, social and cultural development and gives them many experiences they will never forget. Together with the sustained high attainment the school, therefore, has an outstanding capacity to continue its improvement.