Holt Community Primary School, located in Holt, Norfolk, has undergone an ungraded inspection on July 2 and 3, 2024. The overall judgement remains good, but evidence suggests that a graded inspection might yield a lower rating. The school is characterized as a happy environment where pupils are polite and welcoming. They feel safe and cared for, trusting staff to address their concerns. The school promotes good behavior through its golden rule of treating others as one would like to be treated, fostering a sense of responsibility among pupils.
Most students enjoy learning, although the school's academic ambitions do not consistently translate into classroom experiences. High expectations vary across subjects and year groups, leading to inconsistent teaching quality. Consequently, some pupils experience variable learning outcomes. The school provides enriching experiences, such as visits to the Houses of Parliament and opportunities to attend West End productions, which pupils value and enjoy. Additionally, there are various clubs available, including sports and gardening, which engage students outside the classroom.
The curriculum is designed with a focus on progressive learning threads, but its implementation is inconsistent. Variations in teaching quality result in uneven learning experiences across classes and subjects. Some teachers do not maintain high expectations, leading to a lack of neatness and completion in pupils' work, which often goes unchallenged. Where teaching is effective, high expectations are evident, and planned activities support learning by linking to prior knowledge.
Assessment practices are variable, with some teachers effectively identifying and addressing pupils' misconceptions, while others fail to do so, hindering progress. Subject leaders are beginning to develop the necessary skills to monitor curriculum implementation, and there have been recent improvements in this area. The early reading curriculum has been strengthened with a new phonics program that starts in early years and continues into key stage one, resulting in most pupils being able to read and write the sounds they have learned.
The school has established clear processes for identifying pupils with special educational needs and disabilities, collaborating with external agencies to ensure accurate identification and support. This enables pupils with SEND to access the same curriculum as their peers. In early years, there is a strong emphasis on developing language, vocabulary, and social skills, with positive relationships fostered between adults and children.
The personal, social, health, and economic education program is well-designed, helping pupils learn about healthy relationships and respect for differences. Pupils engage in discussions about physical and mental health and reflect on their impact on the world during assemblies. However, parental feedback is mixed, with some appreciating the school's offerings while others express concerns about communication and resolution of issues. The school acknowledges the need for improved engagement and has plans to enhance communication.
The local authority is supporting school leaders in developing their roles to provide appropriate support and challenge. Staff generally feel well cared for and value the steps being taken to improve curriculum delivery. Safeguarding arrangements are effective, ensuring a safe environment for all pupils. The school must focus on ensuring consistent teaching quality across classes and subjects, raising teachers' expectations, and enhancing assessment practices to improve overall educational outcomes. The next inspection will be a graded one, which will further evaluate the school's progress and effectiveness.
