Holmer Green Senior School

What Ofsted said

From the inspection on 17 March 2026

Pupils are happy, safe and well supported in the school. Pupils benefit positively from a wide range of opportunities that enhance their personal development. Staff ensure that all pupils, particularly the most disadvantaged, can participate fully in all aspects of school life. Pupils know how to keep themselves safe online and in the community. Pupils understand the importance of equality and fairness. They are knowledgeable about different cultures, faiths and communities. Pupils are very well prepared for life in modern Britain. Pupils attend school regularly. Staff provide highly effective support to pupils, who have barriers to positive attendance, to ensure they access regular learning. Pupils understand the high expectations that staff have for their behaviour. They interact positively with their peers and are respectful of staff. Pupils engage purposefully in their learning and behave well. Where needed, pupils receive tailored support to manage their behaviour or emotions. Bullying is uncommon and is addressed effectively when it happens. Mostly, pupils understand the importance of their education and enjoy learning. The curriculum is generally taught well. There is some variability in how effectively pupils with special educational needs and/or disabilities (SEND) are supported to access learning in their lessons. Pupils who have gaps in their knowledge are supported effectively to catch up. Over time, pupils achieve well. They secure positive outcomes in national assessments. Pupils have the skills and knowledge they need to be ready for their next stage of education or employment. Disadvantaged pupils and pupils with SEND generally make positive progress from their starting points. Students in the sixth form have a particularly positive school experience. They are motivated and independent, willingly giving back to the community. Sixth-form students flourish in their learning and wider development. They are thoroughly prepared for adulthood.

What the school should improve

• Leaders should ensure that teaching is of a consistently high quality across the school. In particular, leaders should ensure that checks on understanding are used meaningfully to help pupils build knowledge more securely from their starting points.
• Leaders should ensure that the plans they have in place to meet the needs of pupils with special educational needs and/or disabilities are consistently understood and implemented by staff across the school.
• Leaders should ensure that pupils in key stage 3 have sufficient opportunities to develop the accuracy and fluency of their writing.

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