Hollybush Primary School, located in Bramley, Leeds, is characterized as a happy and welcoming environment where pupils feel safe. The school emphasizes values such as nurture, respect, and aspiration, which foster a caring atmosphere and prioritize mental well-being. The expectations of teachers regarding pupil performance have increased, particularly in key stages one and two, leading to improved retention of knowledge across subjects. However, some gaps in knowledge remain in certain areas. In the early years, children are well-supported and develop strong relationships with their teachers, although the curriculum requires further development to ensure readiness for key stage one.
The behavior of pupils has significantly improved, creating a calm and purposeful school environment. Teachers maintain high expectations for behavior, and pupils demonstrate politeness and respect. They understand the concept of bullying and can articulate it using the acronym STOP, which stands for Several Times On Purpose. Leaders are proactive in addressing any incidents that arise. Attendance is a focus for leaders, who work diligently to ensure pupils are present and punctual, although a small number of pupils still have attendance issues. The school has established good relationships with the wider community and offers support to families through a pastoral team. Parents express a desire for more information about the curriculum to assist their children’s learning at home.
Since the last inspection, leaders have made significant strides in various areas, including the curriculum, which is being rewritten across all subjects. Visits to local sites enhance pupils' knowledge and foster a sense of pride in their community. The school prioritizes reading, with phonics instruction at the core of its reading curriculum. This focus has led to an increase in the number of pupils passing the phonics screening check. Additional support is provided for those who struggle with reading, ensuring that all pupils have opportunities to improve their skills.
Subject leaders have clear objectives for what pupils should learn, particularly in mathematics and science, ensuring that learning builds progressively from year one to year six. However, some subjects, such as art, are still in the early stages of curriculum development. Staffing in early years has faced challenges, but efforts have been made to create an effective learning environment. Despite this, the early years curriculum does not yet align with the rest of the school, which affects some children's preparedness for year one.
The school effectively supports most pupils with special educational needs and disabilities, providing tailored programs for those with specific needs. However, there are concerns regarding the timeliness of statutory assessments for some pupils. Leaders have worked hard to improve behavior and mental well-being through the RESTORE curriculum, which teaches values such as respect and kindness. Staff consistently apply behavior systems, resulting in good behavior throughout the school.
Prior to the pandemic, pupils enjoyed a variety of trips and extracurricular activities, which leaders are eager to reintroduce. The school provides numerous opportunities for pupils to learn about emotional management and resilience, contributing to their overall well-being. Parents have expressed positive views about the school, and governors play an active role in monitoring progress and supporting leadership. Safeguarding arrangements are effective, with staff well-trained to identify and address risks. The school’s curriculum includes lessons on safety and risk awareness, ensuring pupils are well-informed. Overall, while Hollybush Primary School has made commendable progress, there are areas for further development, particularly in early years curriculum alignment and subject-specific guidance.
