Evaluation and improvement

External Evaluation

Here is our latest Ofsted Report:Ofsted Report Holly Park Primary School 2024

From this link you can read about the financial benchmark for Holly Park. 

Self Evaluation and Improvement Planning

Every year in the summer term we evaluate ourselves as a school and look at what we have achieved during the last academic year. With this evaluation and with the data available, we then decide what our whole school priorities are for the next academic year.

We like to include all staff in considering the strengths and areas for development. Information from parents and pupils gathered through the annual questionnaires also feeds into our evaluation.

We then make a plan for improvement based on the key areas of Achievement, Teaching & Learning, Behaviour & Safety and Leadership and Management.

We decide what actions are needed, who will do them, when they will be done, how they will be monitored and evaluated and what the costs and resources will be. This information is shared with all staff and with governors.

With the whole school priorities in mind, our key leaders and curriculum teams then make action plans for the year that feed in to this whole school plan and act as an appendices. These action plans focus their work for the next academic year.

Each half term our Senior Management Team and our School Improvement Team look at our whole school self evaluation and update this. They also monitor the School Improvement Plan and give reports about their own action plans. Governors monitor the plan at each termly meeting.

Mid way through the year (February) we monitor the school improvement plan and look at what we have achieved and what still needs to be done.

Towards the end of an academic year we evaluate the plan to see what the impact of the plan has been.

We also like to make sure that our children know what our school priorities are. We have posters about school improvement all around the school.

Areas for whole school improvement 2025-26

Leadership and Governance

  • Respond to a new Ofsted Framework and Ofsted Criteria
  • Make the Treehouse a permanent space
  • Continue the strategic line management of the Treehouse so that the provision runs to best effect
  • Better identify Young Carers
  • Monitor closely achievement in writing
  • Change the school homework policy and practice
  • Enhance the school’s reputation and profile in order to increase pupil numbers – Market the School to attract more children
  • Set up a new Holly Park Playgroup
  • Further develop effective relationships and communication with the parent body
  • Maintain a strong governing body

Curriculum

  • Develop oracy within the curriculum
  • Establish greater consistency in how the curriculum is implemented – content delivery. (Learning organisers)
  • Maths – embed the small steps with regard to vocabulary and definitions
  • RE – Introduce a new RE Curriculum in line with the new Barnet agreed syllabus
  • Embed the publishing phase of writing
  • Communicate with parents about the curriculum

Developing Teaching

  • Embed memory and retrieval activities
  • Maths – Ensure NRICH activities are embedded into practice
  • Support teachers and TAs further with working with EAL children
  • Continue to strengthen the teaching of computing in KS2
  • Improve the teaching of sentence level work and grammar work for writing
  • Establish greater consistency in how the curriculum is implemented – Embed the effective use of working walls within lessons to support retrieval practice and help pupils remember more.

Achievement

  • Support attainment of Y4 children in response to low GLD in Rec, low Y1 phonics results, low attainment and continued mobility of the cohort
  • Improve writing achievement across the school with greater focus on the mechanics of writing

Behaviour and Attitudes

  • Embed work on emotions to support work on the zones of regulation
  • Ensure that Team Teach is up to date for key members of staff
  • Develop a Relational Policy – to embed relational approaches to behaviour & that reflects trauma informed approaches

Personal Development and Wellbeing

  • Embed character education further
  • Embed playtime games more into playtimes
  • Strengthen community links – locally
  • Introduce Economic education
  • Develop Oracy further in talk time and debate
  • Achieve Healthy Schools Gold Award
  • Participate in the ‘In the Know’ project
  • Embed the work done on Trauma Informed Schools
  • Embed setting-wide strategies and practice that celebrate diversity and difference.

Inclusion

  • Build a more cohesive curriculum for the Treehouse
  • Build confidence of teachers with even more challenging needs coming through the school
  • Reflect on adaptive teaching – incl for more able learners
  • Increase staff awareness of ADHD

Safeguarding

  • Track staff CPD more systematically
  • Ensure that filtering and monitoring is robust
  • All of SLT to do the Brook Traffic Light training about how to respond to sexual behaviours in young people
  • Be very aware about how safeguarding is actively taught – plot across the school how safeguarding is taught
  • Embed the evaluation of CPOMs safeguarding entries
  • All volunteers will have a basic safeguarding induction/briefing
  • Analyse safeguarding data and trends

EYFS

  • Support level 2 TAs with interactions and child development
  • Participate in the Minibeasts of Barnet project – to engage with and explore the natural environment
  • Develop children’s self-regulation skills and emotional development
  • Ensure Nursery Nurses in Reception are used effectively to support the changing cohorts of children
 ​​Here is our School Improvement poster: School Improvement Poster 2025-26