Pupils enjoy coming to school. They know that their teachers expect them to behave well and work hard. Pupils told us they can talk to any adult if they have a worry. They say that if any bullying does happen, teachers deal with it fairly. Pupils appreciate the trips and events that staff organise, such as going to the theatre or visiting a farm. They attend clubs and take part in performances with the choir or drama club. Many pupils said that mathematics was their favourite subject. They also enjoy physical education (PE) lessons and are proud of their improving skills. In some subjects, pupils do not get enough opportunities to build on what they already know. Some pupils are slow to develop the skills that help them become fluent readers. The school provides many opportunities for parents and carers to involve themselves with their child’s learning. One parent commented: ‘They provide a lot of parental involvement, such as reading mornings and attending forest school.’ What does the school do well and what does it need to do better? The school has improved since the last inspection. Leaders have clear plans for further improvement. Some subjects, such as mathematics and PE, are taught well. Other subjects, including history, geography and science, are not planned well enough. It is not clear how lessons link together to help pupils know more and remember important facts. Pupils are sometimes not sure which subject they are learning. They do not always remember the important information. Older pupils’ skills and knowledge have improved in English and mathematics. In other subjects, not all pupils do as well as they should. The teaching of phonics (letters and the sounds they represent) and reading is well organised. Teachers ensure that all groups of pupils are learning in the same way. However, some pupils start key stage 2 still needing to catch up. These pupils need support to use the sounds they know when they read new words. Leaders and governors are ambitious for pupils to do well so that they are ready for their next school and for adult life. They make sure that pupils are taught about healthy lifestyles and the skills they need to keep trying when things get difficult. Staff have worked hard to improve pupils’ attendance. It is much better than it was. However, some pupils still do not attend often enough. The school is working with these families to reduce pupils’ absences. Leaders have high expectations for behaviour. Staff say that behaviour is much better than it used to be. Pupils have good attitudes to their learning. They behave well in lessons and are keen to take part in activities. Disruption in lessons is rare. Inspection report: Holgate Primary and Nursery School 8–9 October 2019 2 Leaders place pupils’ personal development at the centre of learning. Pupils learn about values such as democracy, tolerance and respect. They find out about different beliefs and cultures. There is a new programme of learning for pupils’ personal, social, health and relationships education. Pupils discuss issues that they may meet at some time in their lives. For example, they learn about managing money. Teachers provide extra support for pupils who find their work hard. Pupils who need more help with their reading have extra phonics lessons to help them catch up. The curriculum is adapted for pupils with special educational needs and/or disabilities (SEND). These pupils also have extra support in lessons to help them complete the work teachers set them. Plans for what children will learn in the early years are clearer than in the rest of the school. Teachers provide activities that help children make links across all areas of their learning. Children in the Reception class were keen to tell me what they had been learning about in their forest school lesson. They showed me a large fungus but told me that I must not eat it because ‘you’ll get poorly’. Teachers receive the training they need to carry out their responsibilities. Staff support each other and feel valued as part of the team. They work well with colleagues from their partner school to share ideas. Staff said that leaders consider their workload and well-being. Governors give strong support to school leaders. They visit the school regularly and check on its work. Governors have attended training to help them carry out their roles. They understand their duties around safeguarding and equalities.