Hollybush Primary

What Ofsted said

From the inspection on 13 January 2026

Hollybush Primary is an improving school. Changes to leadership have brought clarity to the school's plans to improve the provision further. Many early improvements are evident. There is a sense of calm that pervades through the corridors and in the classrooms. However, there is more work to do. Over time, pupils have not achieved as well as they could in national tests. A number of staffing changes have also impacted on the quality of teaching in the classroom. Leaders have identified appropriate actions to drive further improvement. It is, however, too early to see the impact of this. Some actions from leaders also need to be reviewed more closely to evaluate how successful they are. Pupils enjoy coming to this school. The school is very inclusive. Pupils’ pastoral needs are met well. This pastoral support removes barriers to pupils' social and emotional development. Pupils learn how to be respectful to one another and show this when working with others. They say that bullying is now rare and that staff help them to deal with friendship issues. Staff build warm relationships with pupils. This means that pupils feel safe and settled. However, too many pupils do not attend school as often as they should. This includes disadvantaged pupils. Pupils' wider development is well supported. For example, the school’s tranquillity garden gives pupils a space to explore and learn about the natural world. The school’s ‘Restore’ curriculum allows pupils to develop their knowledge about mental health and staying safe in the local area. It teaches pupils how to respond to situations and manage their feelings. The impact of this curriculum can be seen in the way the majority of pupils conduct themselves around the school.

What the school should improve

• Leaders should embed high-quality teaching, including a focus on writing and matching tasks to pupils' different starting points, so that pupils' achievements improve across the curriculum and in national tests. • Leaders should further develop their strategies to improve pupil attendance, including the attendance of disadvantaged pupils and those with special educational needs and/or disabilities. • Leaders should ensure that they implement rigorous monitoring systems to check the impact of their improvement strategies. • Leaders should develop further professional learning opportunities for all staff to embed the pupil premium strategy consistently and effectively.

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