Hollesley Primary School, located in Suffolk, underwent an inspection on October 11 and 12, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas of strength and areas needing development identified. The quality of education was also rated as requiring improvement, while behaviour and attitudes, personal development, leadership and management, and early years provision were all rated as good.
Pupils at Hollesley Primary School express high levels of happiness and satisfaction. The school fosters a strong sense of community where everyone knows each other. Pupils engage in play across mixed-age groups and have access to a variety of outdoor facilities, including climbing equipment, sandpits, and playhouses. They enjoy outdoor learning experiences, such as pond dipping and wildlife exploration, and swimming in the school’s pool during summer months. However, the report indicates that pupils could benefit from a more robust educational experience overall, and actions are being taken to address this. While improvements have been made in phonics and reading, writing skills among pupils are not yet at the desired level.
Behaviour expectations are high, and pupils generally exhibit good behaviour, demonstrating respect and politeness. Older students serve as positive role models for younger children. Instances of bullying are rare, and when conflicts arise, staff are quick to intervene and resolve issues.
Despite the positive aspects, the school faces challenges in teaching writing effectively. While early years pupils receive better writing instruction, this quality does not carry through the school. A new writing scheme has been introduced but is still in the early stages of implementation. Many pupils struggle with structuring and improving their writing, and their spelling and punctuation skills are often weak.
The school has made significant progress in teaching reading since the last inspection, with phonics instruction now being consistently effective. This has resulted in pupils becoming confident readers who enjoy reading activities. Additionally, the school has focused on providing tailored support for pupils with special educational needs and disabilities (SEND), ensuring that their plans are well-structured and reviewed with input from parents and pupils. However, some tasks assigned to these pupils do not always align with their learning needs.
The curriculum is well-defined, aiding teachers in understanding what to teach. However, subject leadership is concentrated among a few senior staff members, which limits the ability to improve certain subjects quickly. Many teachers are early in their careers and are receiving training to prepare them for future leadership roles.
Leaders are committed to improving educational outcomes and have garnered support from staff, who feel involved in the school’s improvement journey. Teachers actively monitor pupil understanding during lessons and provide additional support when necessary. Pupils are motivated by various awards for demonstrating key values, such as resilience, and they learn to collaborate and respect one another.
The early years provision has received investment, with a focus on language and fine motor skills. Children transition smoothly into school life and quickly engage in activities. The school prioritizes swimming education, given its proximity to the sea, ensuring pupils understand water safety.
The governing body has successfully merged with governors from a partner school, although some members require further training to fulfill their roles effectively. Safeguarding measures are robust, with staff training kept up to date and comprehensive records maintained. Pupils are well-informed about safety both in and out of school.
To improve, the school must enhance writing instruction and ensure that all pupils, particularly those with SEND, receive appropriately tailored learning experiences. Additionally, developing subject leadership among early career teachers will be essential for ongoing curriculum improvement.
