Holly Meadows School
Catchment Area, Reviews and Key Information

Primary
PUPILS
145
AGES
5 - 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
0344 800 8020

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
(18/7/19)
Full Report - All Reports
62%
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

Vong Lane
Pott Row
King's Lynn
PE32 1BW
01485600241

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. The newly formed senior leadership team gives the school strong direction. Leaders have built momentum in driving improvement, especially in mathematics. The areas for improvement from the previous inspection have all been addressed. The presentation of pupils’ work is consistently neat, with well-formed handwriting. Teachers share best practice both within the school and between schools. Children get off to a flying start in the early years because staff really understand the needs of young children. They make the early years curriculum exciting and stimulating. The outdoor area, influenced by visits to see best practice in Scandinavia, provides excellent opportunities for children to learn and explore. Children enjoyed playing with a myriad of miniature coloured spheres in water, saying, ‘They’re really slippery!’ High-quality resources enable children to extend their imaginative play, such as building a train out of crates. Pupils enjoy coming to school. There is a happy but purposeful atmosphere. As a result, attendance is above average. Pupils behave very well and show courtesy to one another and to adults. The values of ‘respect, reflection, responsibility, collaboration, creativity and curiosity’ are visible in pupils’ engagement throughout the school. Pupils have plenty of opportunities to take responsibility, including as ‘learning leaders’ who comment on the curriculum and make suggestions for how learning could be even better. Leaders’ understanding of the school’s strengths and areas to develop is accurate and drawn from rigorous monitoring and high expectations. Teachers are supported well in improving their practice and learning from one another. Phonics is well taught, meaning that pupils learn how to read quickly. They develop higher-order reading skills as they move through the school, and an enjoyment of books and different authors. Staff are skilled at supporting the large proportion of pupils with special educational needs and/or disabilities (SEND) and tailoring the curriculum to meet their needs. Most of the pupils with SEND make good progress from their starting points and grow in confidence. They are able to participate fully in the life of the school. Parents commented on how pleased they were with their children’s progress. One said, ‘My daughter loves coming to school and feels well supported in her learning and in her development as a young person.’ Another commented, ‘I feel the school offers a wide range of opportunities and my children have built confidence through these.’ While the proportion of disadvantaged pupils is below average, they achieve well, usually attaining as well as their peers. Some of these disadvantaged pupils are also pupils with SEND. The school’s caring ethos ensures that vulnerable pupils thrive. All pupils are treated as individuals and made to feel special. Excellent use is made of the school’s extensive grounds, with trained forest school teachers giving pupils exciting experiences of the outdoors in activities such as fire making, den building and rope swinging. Governors know the school well and provide a good level of support. They are linked to key improvement priorities so that they can monitor the school’s progress. Governors have challenged leaders over standards in mathematics. There have been recent changes to the governing body, so some are inexperienced. The governing body has not undertaken any evaluation of its own work in recent years in order to find ways that it can become even more effective. Safeguarding is effective. Leaders and governors have established a culture where pupils feel safe. Staff are particularly effective in promoting pupils’ well-being and mental health through trained counsellors and online resources. Records are carefully completed of any concerns and always followed up. Leaders are tenacious when working with other agencies, to ensure that pupils receive the support they require in a timely way. All staff receive up-to-date training in safeguarding and know what to do should they have any concerns. Additionally, staff have received training about preventing radicalisation and extremism, and about female genital mutilation and county lines. Pupils say they feel safe in and around the school and their parents agree with them. The school has taken appropriate measures to ensure that the start and end of the school days are safe for pupils from traffic in the narrow farm lane outside. Inspection findings In order to make sure the school remains good, I identified a number of key lines of enquiry that we agreed at our initial meeting. First of all, I considered how successful leaders and governors have been at raising attainment in mathematics. In 2017 and 2018, the attainment of pupils in mathematics was low by the end of key stage 2. In response to low standards, leaders invested in an online assessment tool that identified gaps in pupils’ knowledge and understanding of mathematics. The insight afforded by this tool enabled teachers to pinpoint more precisely where support was needed. In addition, the school introduced active sessions in mathematics, where pupils solved real-life problems in a dynamic setting. This brought the subject to life and gave pupils the tools they needed to strengthen their problem-solving and reasoning powers. Leaders implemented an eight-week plan for parental engagement that involved parents and their children working together at home to apply mathematical skills, for example in baking. As a result of these measures, pupils have grown in confidence and are more positive about mathematics. Progress has strengthened across the school, and standards in mathematics rose significantly in national tests at Year 2 and Year 6 in 2019, both at the expected and higher standards. Next, I considered what leaders and governors are doing to ensure that the curriculum is rich and varied and that it enables pupils to apply their skills in meaningful ways. There was little detail about how the wider curriculum is taught on the website. Considerable planning has gone into a rich, broad and balanced curriculum that takes into account pupils’ interests and aspirations. Through whole-school projects, teachers adapt the curriculum for their classes. A rolling programme ensures that pupils in mixed-age classes do not repeat work. The school excels in drama and the performing arts. These enhance the curriculum and provide pupils with memorable experiences. For example, all pupils came together to put on a production commemorating the centenary of the end of the First World War, which was of a high standard and showed great sensitivity to the conditions endured by soldiers in the trenches and families back home. This term the ‘journeys’ topic has led to imaginative and interesting work about countries around the world and the plight of refugees. The curriculum uses methods that promote thinking and life skills that develop pupils’ questioning skills and heighten their curiosity. These approaches equip pupils well for life in modern Britain and for becoming lifelong learners. Pupils’ recorded work across the curriculum does not fully reflect the breadth and depth of their knowledge and understanding. While pupils could talk confidently about what they remembered from their learning, this was not necessarily evident in high-quality extended writing or in-depth research in their books. On occasions, pupils complete undemanding worksheets or cut and stick printed pieces of writing, when they are more than capable of writing for themselves. Finally, we considered how the school is promoting pupils’ awareness of other cultures. The school is overwhelmingly White British. There was an area to improve at the previous inspection about understanding pupils’ different backgrounds. Pupils’ cultural capital is developed through the school’s values, such as ‘respect’ and its curriculum. Pupils find out about different cultures and traditions from visitors and visits, including those from different faith communities. Pupils spend extended periods of time with pupils from other backgrounds, on residential visits and through sports and arts events where they can mix with pupils from urban as well as other rural schools. The curriculum plans a variety of cultural experiences from different traditions. For example, the recent project on ‘journeys’ led to pupils finding out about African and South American art and music and designing fabrics in the style of Coco Chanel. While the school celebrates Black History Month and provides other opportunities for pupils to celebrate the best of people’s contributions to different cultures, these are sometimes not as broad or deep as they could be. Next steps for the school Leaders and those responsible for governance should ensure that: pupils have more opportunities to extend their writing and record their knowledge and understanding of the curriculum in a variety of creative ways the curriculum builds on the existing work to broaden and deepen pupils’ understanding of what is most outstanding about people’s contributions to different cultures the governing body undertakes some self-evaluation to find ways that governance can become even more effective.

Holly Meadows School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 80% Agree 14% Disagree 2% Strongly Disagree 4% Don't Know 0% {"strongly_agree"=>80, "agree"=>14, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>0} Figures based on 49 responses up to 19-07-2019
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Figures based on 49 responses up to 19-07-2019

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Figures based on 49 responses up to 19-07-2019

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Figures based on 49 responses up to 19-07-2019

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Figures based on 49 responses up to 19-07-2019

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Figures based on 49 responses up to 19-07-2019

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Figures based on 49 responses up to 19-07-2019

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Figures based on 49 responses up to 19-07-2019

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Figures based on 49 responses up to 19-07-2019

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Figures based on 49 responses up to 19-07-2019

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Figures based on 49 responses up to 19-07-2019

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Figures based on 49 responses up to 19-07-2019

Responses taken from Ofsted Parent View

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