Hollinswood Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
419
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(4/6/19)
Full Report - All Reports
75%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Dale Acre Way
Hollinswood
Telford
TF3 2EP
01952386920

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The warmth, care and good quality of education that all pupils receive are clear to see. Parents and carers appreciate the care and attention that leaders give to the personal, social and emotional development of all pupils. One parent, reflecting the views of many, said, ‘Hollinswood Primary School offers my child excellent opportunities to thrive and develop.’ A thoughtfully planned curriculum enables pupils to have a good understanding of a range of ways to keep themselves safe. This includes online safety, road safety and bicycle safety initiatives. Pupils spoke about how they would tell a trusted adult immediately if they were concerned about something. They also knew that a website is safe ‘If it has a padlock on it.’ Leaders and staff put a strong emphasis on developing a well-rounded education for pupils. There is a broad range of extra-curricular clubs, sporting opportunities and performances. Pupils’ behaviour in class and during social times is good. Pupils enjoy opportunities to experience a range of trips and residential visits, supporting both their academic and personal development. Parents value these, with one parent verbalising the view of many of those responding to the free-text survey: ‘The curriculum offer is brilliant, and I particularly like the residentials and trips on offer. They always link to what they are doing in class and this serves to enhance the learning journey. There is always a wide range of after-school activities on offer.’ Senior leaders have built a cohesive and passionate middle leadership team who know their subjects’ strengths and areas for improvement in depth and detail. Strong strategic senior leadership and consistent modelling of techniques and expectations have developed the skills and ability of English and mathematics middle leaders, enabling them to lead their subjects well. These middle leaders are skilled at articulating the progress that pupils make over time and can evidence this progress in a range of ways. Particularly impressive was their ability to demonstrate progress in a succinct and clear manner through the focused and targeted scrutiny of pupils’ work. Middle leaders of other curriculum subjects have not yet had similar opportunities to develop their leadership skills so that they can make a difference to the teaching and learning in their subjects. Leaders encourage teamwork and see change as an opportunity. Since the last inspection, there has been a significant increase in the proportion of pupils who speak English as an additional language joining the school at various points during the year across all year groups. A third of the school population speak English as an additional language, with 33 different languages spoken. Leaders recognise, value and celebrate the rich diversity that this brings to the school. Leaders’ expertise in supporting pupils who speak English as an additional language is being shared with schools across Telford and Wrekin and with wider audiences through published articles. Staff morale is high. All staff responding to Ofsted’s online questionnaire agree that they are proud to be a member of staff at the school. They enjoy working at the school and feel well supported. Staff understand the school’s priorities and the actions that leaders are taking to improve the quality of pupils’ education further. Effective mentoring means that newly and recently qualified teachers are well supported in their roles. The governing body is effective. Governors support and challenge you and your staff well. They use an annual skills audit to ensure that they have the required knowledge and skills to respond to the changing demographics of the school. They use a range of data, reports and first-hand information, as well as information presented by middle leaders and discussions with school council pupils, to check the school’s overall effectiveness. This enhances their understanding of school improvement. They are highly ambitious for the school. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Leaders continually reflect upon the impact of what they are doing to keep pupils safe. They use what they have found out to fine-tune the way they work. For example, following an internal audit of safeguarding, governors introduced interviews with staff to question their understanding and implementation of safeguarding policies and procedures. Governors used the findings to develop training that builds upon the strong practice already in place. This leads to pupils being and feeling safe. Parents agree, and all who responded to the survey said that their children are safe and well looked after. As one parent put it: ‘I am not worried leaving my kids at school because I know they are in very good and caring hands!’ Safeguarding training for all staff and governors is regularly updated and appropriate to their roles. The designated safeguarding leads are thorough in their work. Staff are quick to report concerns and leaders follow up these concerns robustly. Record-keeping is meticulous. Leaders work closely with external agencies when necessary to ensure that pupils are protected and families are supported. You escalate matters when you feel that external agencies are not taking your concerns seriously enough. The procedures for recording pre-appointment checks on staff and for monitoring pupils’ attendance are rigorous and recorded precisely. Inspection findings There has been a positive response to the areas for improvement for writing and mathematics identified at the previous inspection. Teachers use a range of opportunities to promote extended writing across the curriculum. Pupils’ writing shows that they can sustain pace and quality across a piece of writing in a range of genres and subjects. However, this has been balanced with the changing needs of pupils who enter school with little or no English vocabulary. Leaders’ regular reflection on information gained from checks on writing has helped them to provide targeted support to teachers. This has ensured that teachers develop skills and strategies that enable all groups of pupils to be successful writers and make strong progress. However, not enough pupils are working at greater depth in writing. Pupils are developing their ability to reason within mathematics. Leaders have worked hard to sustain the momentum of the work to develop pupils’ mathematical reasoning. Additional work has been done to ensure that pupils who speak English as an additional language develop and understand the precise nature of mathematical vocabulary in a way that they can then use to reason well. Professional development has increased all teachers’ awareness of what learning at greater depth looks like in reading, writing and mathematics. Work in pupils’ books demonstrates this, with clear examples of pupils across all year groups making strong progress. Some middle- and high-attaining pupils are beginning to show the sophistication of inference in reading, the complexity in writing and the depth of reasoning in mathematics required to achieve greater depth in their work. You know the background to your school well and demonstrate the ability to reflect on and respond to changes in the context. Appropriate and timely professional development has deepened staff’s understanding of when and how to use a particular approach to engage, support and challenge pupils. When implementing new approaches, leaders have given equal consideration to pupils who speak English as an additional language, disadvantaged pupils and those with special educational needs and/or disabilities. These approaches are becoming embedded across the school. As a result, all pupils are making good progress from their starting points.

Hollinswood Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 74% Agree 23% Disagree 0% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>74, "agree"=>23, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 39 responses up to 18-06-2019
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Figures based on 39 responses up to 18-06-2019

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Figures based on 39 responses up to 18-06-2019

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Figures based on 39 responses up to 18-06-2019

unlock

Figures based on 39 responses up to 18-06-2019

unlock

Figures based on 39 responses up to 18-06-2019

unlock

Figures based on 39 responses up to 18-06-2019

unlock

Figures based on 39 responses up to 18-06-2019

unlock

Figures based on 39 responses up to 18-06-2019

unlock

Figures based on 39 responses up to 18-06-2019

unlock

Figures based on 39 responses up to 18-06-2019

unlock

Figures based on 39 responses up to 18-06-2019

Responses taken from Ofsted Parent View

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