Hollin Primary School, located in Middleton, Manchester, was inspected on 13 and 14 February 2024. The overall effectiveness of the school was rated as good, with specific areas such as the quality of education, behaviour and attitudes, leadership and management, and early years provision also receiving good ratings. Notably, personal development was rated as outstanding. The school had previously been inspected 12 years ago, receiving an outstanding grade under a different inspection framework. Since then, the school was exempt from routine inspections until November 2020, resulting in a longer gap between graded inspections.
Pupils at Hollin Primary School thrive in a friendly and welcoming environment. They express happiness in being part of a caring community, with older students actively helping younger children to settle in and make friends. The school fosters high aspirations for achievement, and pupils work diligently to meet these expectations, demonstrating good behaviour and adherence to school rules. The wide range of extracurricular activities available, including various sports events, is highly appreciated by pupils, including those with special educational needs and disabilities. Pupils take pride in representing the school in competitions, showcasing their talents in sports such as cross-country running and table tennis.
The school places a strong emphasis on teaching fundamental British values, such as democracy and tolerance. Pupils engage in voting for school councillors and participate in events celebrating diverse cultures. Parents and carers have expressed overwhelmingly positive views about the school, feeling proud to be part of the Hollin Family.
Reading is a central focus of the school's ambitious curriculum. Early years children enjoy sharing books and participating in phonics programs, while older pupils read with expression and enthusiasm. The curriculum is designed to meet the needs of all pupils, including those with SEND, and staff provide clear explanations of new learning. In most subjects, the school has carefully considered the essential knowledge pupils should acquire, introducing new learning in a logical order. However, in a few subjects, the identification of key content could be improved, which occasionally affects the coherence of learning.
Overall, pupils achieve well across most subjects, although some students' writing attainment is below the national average. The school is actively addressing these gaps, ensuring that pupils receive the support they need to improve. The needs of pupils with SEND are quickly identified, and well-trained staff provide effective support, allowing these pupils to engage fully in the curriculum.
Pupils display positive attitudes towards learning, listening attentively and responding well to teachers. The school takes decisive action to address attendance issues, providing support to families to improve attendance rates. The promotion of personal development is exemplary, with pupils demonstrating a strong understanding of physical and emotional health. They engage in various activities, including sports and music, and participate in community service, such as performing for elderly residents.
Governors share the school's vision for continuous improvement and effectively support and challenge the school. The school prioritizes staff well-being, ensuring that efforts to enhance educational quality do not negatively impact staff workload. The safeguarding arrangements are effective, contributing to a safe learning environment for all pupils. The inspection team conducted a thorough evaluation, including discussions with leaders, staff, and pupils, to assess the school's performance and areas for improvement. The school is encouraged to further develop its curriculum in certain subjects to enhance pupils' learning experiences and retention of knowledge.
