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This is a good school The headteacher, along with her team of dedicated staff, ensures that pupils have a positive experience at school.
Equal value is placed upon pupils' academic and personal development. As a result, pupils make good progress in a happy, safe environment. Children in the early years get off to a super start.
Adults ensure that children's needs are very well met. Consequently, children make substantial and sustained progress in all areas of learning. Governors are ambitious for the success of the school.
They know the school's strengths and weaknesses well because they make regular visits. They use this knowledge to provide effectiv...e support and challenge. Teachers have good subject knowledge and ensure that pupils have a clear understanding of the features of different types of writing.
However, pupils do not have enough opportunity to apply their writing skills in a range of subjects across the curriculum. Therefore, too few pupils attain at a high level at the end of key stages 1 and 2. The teaching of phonics is effective.
Over time, the proportion of pupils who have reached the expected standard in the phonics screening check has been above the national average. Most pupils make good progress in mathematics. They successfully apply calculation strategies when solving problems and reasoning about their work.
Occasionally, pupils have to undertake work they find too easy. This means that some pupils do not make the progress of which they are capable. Pupils behave well.
They demonstrate respect and kindness to one another and the adults they work with. Pupils understand the school rules and the consequences of not following them. The curriculum is broad and balanced.
Pupils enjoy the additional activities, including opportunities to learn outside and the educational visits that complement the topics they study. Most pupils make good progress in a variety of subjects. However, in some subjects the most able pupils are not provided with sufficient challenge.
Provision for pupils who have special educational needs (SEN) and/or disabilities is good. Leaders and teachers know the individual needs of this group of pupils well. As a result, pupils make strong progress, particularly in reading and writing.
Information about this school
Hollinsclough Church of England Primary School converted to academy status in September 2015 and this is its first inspection since conversion. The predecessor primary school was inspected in September 2013. The overall effectiveness was judged to be good.
The school is one of three academies within the Praxis multi-academy trust. Each school has its own headteacher or principal. Each school has its own governing body and some members of each of these committees are members of the trust.
The board of directors, through the scheme of delegation and funding agreement with the Department for Education, has oversight of the three academies. The board has direct responsibility for the management and devolvement of governance, finance and human resources for all three schools. This is a smaller-than-average primary school.
The school offers the option of flexi-schooling. The minimum attendance required for pupils who take up this offer is three core days per week. The vast majority of pupils are White British.
The proportion of pupils who have SEN and/or disabilities is below the national average. The proportion of pupils who are disadvantaged and eligible for the pupil premium is below the national average. In 2016 and 2017, the school met the government's floor standards, which set out the minimum expectations for pupils' attainment and progress at the end of key stage 2.