Holly Lodge High School College of Science

What Ofsted said

From the inspection on 19 May 2026

An atmosphere of mutual respect fills this school. Pupils get along well with each other. They feel able to be themselves, secure in the knowledge that bullying is rare and swiftly resolved. Pupils behave, learn and conduct themselves in line with the school’s ethos of ‘ambition-opportunity-community’. They are extremely quick to do the right thing and rarely need to be reminded to follow the school's well-established routines. Pupils are well known and well cared for by staff. This includes the school's higher-than-average proportion of pupils, who are disadvantaged and pupils who speak English as an additional language. Typically, leaders take effective action to reduce any barriers to learning that these pupils may face. This is particularly evident in the highly positive way in which pupils engage with school and the curriculum. The school's nurturing ethos helps all pupils to feel at ease. The majority of pupils attend school regularly. Pupils who spoke to inspectors said that they feel safe in school and happy to be here. Most pupils enjoy their learning. Many pupils arrive in school with low levels of literacy and numeracy. When they leave at the end of Year 11, pupils have made positive progress from their individual starting points. Students in the sixth form achieve very well. However, in some subjects, some pupils do not attain as well as they could in national examinations at the end of key stage 4. Leaders know which areas of the curriculum need additional support and put effective actions in place to raise standards. Pupils relish the wide range of opportunities that are available beyond the classroom. For example, some pupils serve as duty monitors, supporting leaders with daily communications. Others act as student ambassadors, who contribute positively to the school community. These roles help build pupils’ confidence and resilience.

What the school should improve

• Leaders should ensure that all staff adapt their teaching and assessment consistently to enable pupils, including those who face barriers to their learning, to receive the effective support and challenge needed to deepen their knowledge and key skills.
• Leaders should ensure that all pupils secure the foundational knowledge they need, particularly in reading and writing, to successfully access and develop their learning across the curriculum.

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