Holton-le-Clay Junior School, located in Grimsby, Lincolnshire, has received a positive inspection report, reflecting its overall effectiveness as good. The inspection took place on June 4 and 5, 2024, and the school has maintained its previous grade of good from the last inspection in 2018. The school emphasizes the importance of pupils' physical and mental well-being, introducing initiatives like 'Wellness Wednesdays' to help students develop resilience and healthy lifestyles. Pupils express enthusiasm for their learning and demonstrate positive attitudes in lessons, supported by staff who have high expectations.
The school provides additional support for some pupils to help them manage their behavior, and staff are dedicated to ensuring that all pupils feel safe and supported. The school has established a culture where pupils can approach trusted adults with any concerns. Opportunities for leadership development are also available, with pupils taking pride in their roles as school council representatives and engaging in activities with local organizations like Grimsby Town Football Club.
The curriculum has been recently improved to be broad and ambitious, with a strong focus on reading. Daily reading lessons are in place, helping pupils enhance their reading skills and fluency. Pupils enjoy these lessons and can discuss the books they read confidently. Those at risk of falling behind receive extra phonics support, which has proven beneficial. While pupils can recall their learning in subjects like mathematics, some newer curriculum areas are still being embedded, leading to gaps in knowledge connections.
The school effectively identifies pupils who may need additional support, particularly those with special educational needs and disabilities. While adaptations are made in some subjects to ensure accessibility, there are instances where these adaptations are less effective, resulting in knowledge gaps for some pupils. Goals set for pupils with special educational needs sometimes lack precision, which can hinder teachers' ability to provide the necessary support.
Behavior expectations are clear, and most pupils adhere to them, although some require additional support to regulate their behavior. The school provides well-planned personal, social, health, and economic education lessons, which help pupils develop skills for active citizenship. While pupils understand British values, their knowledge of world faiths and cultures is less secure.
Governors are actively involved in supporting the school and understand their roles well. However, recent staffing changes have led to some concerns among parents regarding communication and decision-making transparency. The local authority has collaborated with the school to enhance the curriculum, and staff appreciate the efforts made to improve the school further.
The safeguarding arrangements at Holton-le-Clay Junior School are effective, ensuring that pupils' welfare is prioritized. To improve, the school needs to ensure that all staff can confidently adapt the curriculum for pupils with special educational needs, allowing them to achieve their full potential. Additionally, the school should continue to embed recent curriculum changes to enhance pupils' ability to connect their learning across subjects. Engaging more effectively with parents to address their concerns and improve communication will also be essential for fostering a collaborative environment that benefits pupils' educational experiences. Overall, Holton-le-Clay Junior School demonstrates a commitment to providing a supportive and effective learning environment for its pupils.
