Hollycombe Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
104
AGES
4 - 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, ONS
033 301 42903 033 301 42903

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(23/01/2024)
Full Report - All Reports
47%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Wardley Green
Milland
Liphook
GU30 7LY
01482741332

School Description

Leaders have maintained the good quality of education in the school since the last inspection. Since joining the school in September 2017, you have led the school with determination and confidence. You have settled in quickly to the position and have the full backing of the staff, families and governors. All speak about you highly and are pleased with your impact on the whole staff team. You have evaluated accurately what the school does well and what could be even better. Your actions for making improvements are well under way. Under your leadership, senior and middle leaders are having a positive impact on teaching and learning. They uphold your high expectations well. With them, you have created a clear vision for improving the school. You are a collaborative leader who works transparently with staff and governors. This has enabled the whole school community to flourish. Parents and carers are very positive about the school and the impact you have had since arriving. One parent said, ‘This is a fantastic school, where everyone is an individual.’ Pupils clearly find Hollycombe Primary School a very happy place to be. They radiate confidence and have only positive things to say. One pupil said, ‘I love being at this school.’ This enjoyment is reflected in their improved attendance, although attendance remains below average. Relationships across the school are warm and respectful, and there is a real sense of community and of ‘being in it together’. Pupils of all ages play happily together and enjoy each other’s company. Adults join in willingly with the activities at breaktimes, creating a positive buzz of enjoyment. Leaders have successfully addressed those areas for improvement identified at the last inspection. The quality of teaching is now consistently strong. A new, wholeschool approach to assessment has been developed effectively. This has ensured that information about pupils’ progress and attainment is robust and accurate. Pupils said that teaching supports and challenges them in equal measure. The teaching of mathematics has also improved. You have introduced interventions to ensure that those pupils who fall behind are identified quickly and supported successfully. Current pupils behave well and have good attitudes to learning. Work in their exercise books demonstrates that they are making good progress in a range of subjects. Nevertheless, pupils are not supported to make consistently strong progress in writing. Similarly, staff new to leadership have developed well. However, some still need to consolidate their work by monitoring provision and outcomes more closely and taking swift action to address any issues that arise. Safeguarding is effective. Arrangements to keep pupils safe are effective. For instance, when recruiting staff, leaders carry out all appropriate checks to ensure that all staff are suitable to work with pupils. Similarly, governors undertake regular checks of records and procedures and ensure that they have up-to-date knowledge to carry out their safeguarding responsibilities thoroughly. Importantly, you ensure that there is a culture of keeping pupils safe from harm. Staff are vigilant and have a clear understanding of their responsibilities to protect pupils. They know what to do if they have concerns. The school keeps clear records and follows up any areas of concern immediately. Pupils feel really safe at Hollycombe. Relationships are very positive across the school and pupils feel that they can talk to any member of staff if they have a problem. Pupils reported that bullying is not an issue. They are confident that if it does happen staff are very good at dealing with it. You ensure that pupils know how to keep themselves safe. For example, the school’s website provides helpful information for parents about online safety. Parents are positive about the high level of support that staff provide for pupils. All parents who spoke to me during the inspection feel that their children are safe in school. As one parent commented, ‘Hollycombe is a school that really cares.’ Inspection findings During this inspection, we looked closely at specific aspects of the school’s provision, including the effectiveness of safeguarding arrangements and attendance, pupils’ achievement in writing and mathematics, and the quality of the provision in the early years. You have introduced a number of successful strategies to ensure that pupils miss less time in school. You have analysed reasons for a drop in attendance in 2017 and communicated to parents the importance of pupils coming to school every day. The school is now quick to follow up when a child is absent. This has stabilised attendance, but you are aware that more needs to be done to improve attendance. Leaders have focused successfully on developing pupils’ spelling and phonics skills. You have provided additional high-quality staff training, raised expectations and introduced new, effective interventions. You have also strengthened the way the school assesses pupils’ outcomes. Pupils’ writing is improving, and a clear progression of skills across the age range is developing. However, pupils are not given enough opportunities to consolidate their writing skills, for example by writing at length, and this hampers their progress. Leaders have taken robust steps to improve pupils’ mathematics skills by improving the quality of teaching. For instance, teachers have been given the opportunity to observe good teaching throughout the school to help refine their own skills. You ensure that leaders monitor the teaching of mathematics well. They provide teachers with effective feedback that has had a positive impact on pupils’ achievements. Consequently, pupils’ confidence in reasoning and problem solving has grown, and work in their exercise books shows that they are making good progress. However, in some other subjects, leaders’ monitoring is not as effective. Teaching in the early years is effective and the learning experiences are vivid. There is a very good range of well-organised resources that encourage children to develop independence. Children learn well with their peers, and relationships are strong throughout the classroom. Children are assessed accurately, and books show that this information is used to ensure that children make strong progress across the curriculum. Next steps for the school Leaders and those responsible for governance should ensure that: attendance continues to improve teachers ensure that pupils’ progress in writing is consistently strong and provide more opportunities for them to consolidate their skills middle leaders have greater impact on securing stronger outcomes for pupils, by monitoring provision more closely and taking effective action to address identified issues. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for West Sussex. This letter will be published on the Ofsted website.

Hollycombe Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>18, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 57 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>91, "agree"=>9, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 57 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 57 responses up to 24-01-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>77, "strongly_agree"=>11, "agree"=>4, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>7} UNLOCK Figures based on 57 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>28, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 57 responses up to 24-01-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>37, "strongly_agree"=>46, "agree"=>12, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 57 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>36, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>39, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 57 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 57 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>40, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 57 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>49, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 57 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>25, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 57 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>25, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 57 responses up to 24-01-2024
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 57 responses up to 24-01-2024

Responses taken from Ofsted Parent View

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