Holly Grove Primary Academy

What Ofsted said

From the inspection on 14 April 2026

Pupils enjoy coming to this school and feel part of a caring community. They describe their school as welcoming and say that staff know them well. Pupils build positive relationships with staff and with each other. Pupils feel safe and are confident that any concerns will be dealt with quickly. Bullying is rare. When it does occur, pupils say that staff take it seriously and resolve issues effectively. Pupils behave well in lessons and around the school. They understand the expectations that staff set and respond positively to them. This creates a calm and purposeful environment where pupils are ready to learn. Pupils recognise that it is important to be in school. They are supported well if they face barriers to attendance. This means that pupils attend regularly and with very little learning time missed. Pupils value their learning and engage well in lessons. They can talk about what they are learning and how it builds on what they already know. Reading is a central part of the school and the community life here. For example, the school promotes intergenerational reading, where families and members of the community of all ages read together with pupils. Pupils develop confidence and fluency in reading and achieve highly over time. By the end of key stage 2, most pupils also achieve well in writing and mathematics. They develop the knowledge and skills they need for their next steps. Pupils take part in a range of opportunities beyond the classroom. They enjoy clubs, visits and activities that support their wider development. These experiences help pupils to build confidence and develop their interests. Pupils feel included in school life and say that their views are listened to. They are highly positive about their experiences and feel that they belong and can succeed at this school.

What the school should improve

• Leaders should ensure that teachers provide pupils with sufficient opportunities to deepen and extend their learning across subjects, especially in writing.
• Leaders should ensure that teaching consistently enables pupils, including those with special educational needs and/or disabilities, to access the full curriculum through precise and effective adaptations.
• Leaders should ensure that the writing curriculum is implemented consistently across all year groups, so that pupils have regular opportunities to write at length and in depth and to develop and apply their knowledge of grammar, punctuation, spelling and handwriting accurately.

Read the full Ofsted report (opens in a new tab)