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We provide a high-quality education for all our pupils, with a sustained record of strong assessment outcomes. This success is supported by a caring and positive atmosphere we know that pupils learn more effectively if they feel valued, happy and secure. Our children are literate, numerate, have access to a broad and balanced curriculum, and can use their ICT skills effectively. We place high expectations on our youngsters. They are responsible and independent. We give the children opportunities to reflect and develop knowledge about themselves and their skills and abilities, through participation with others. Our children have a positive self-image and are motivated to achieve. We also believe that parents have a very important role to play in the education of their children and we actively encourage close co-operation between home and school. We value and build on the experience and knowledge which pupils bring from their home lives, and we hope that you will share with us in making your child's time at Hollymount School enjoyable and successful. Hollymount School values the abilities and achievements of all its children and is committed to providing for each the best possible environment for learning. We recognize the entitlement of all pupils to a balanced, broadly based curriculum. Our Special Education Needs policy acknowledges the need for teaching that is fully inclusive. The Governing Body ensures that appropriate provision is made for all pupils with SEN. We recognize that many children will experience special needs at some time during their school life. Whilst many factors contribute to the range of difficulties experienced by some children, we believe that much can be done to overcome them by parents, teachers, and children working together. Hollymount School recognizes that it must ensure arrangements are in place for safeguarding and promoting the welfare of children and carry out this duty through our teaching and learning, pastoral care, and extended school activities. All members of the school community (including volunteers and governors) will at all times establish and maintain a safe and stimulating environment where children feel secure, are encouraged to talk to adults they can trust, and are listened to. Our school has a designated safeguarding governor who will act as the link person between the governing body and the designated officers. The governor will review safeguarding procedures/practices including access to training. The governors will ensure that sufficient time is given to carry out the duties. Where safeguarding concerns arise regarding a member of staff, the governor will liaise with the Chair of Governors. Staff in the Early Years Foundation Stage (EYFS) adhere to the main school's safeguarding policy and also, staff ensure that all principles underpinning the welfare of the children in the EYFS are in line with the guidelines in the Statutory Framework for the Early Years Foundation Stage Framework 2012. This school believes in working closely with parents and in most cases where we have a concern about a pupil, the parents will be informed. The school can signpost and refer to a wide range of support services through the Headteacher and/or Deputy Head. Through assemblies and PSHE lessons, children have a clear understanding of how to keep themselves safe under the ‘Every Child Matter' agenda. At the beginning of the academic year, all pupils are made aware of how they can use the internet safely and how they can protect themselves from exposure to bullying/abuse. The school runs regular e-safety workshops for parents. All pupils at Hollymount are members of the School Council and have the opportunity to have their say and effect change. The structure of the new School Council, following the Smart School Council model, has 3 core parts—Class Meetings, a Communication Team, and Action Teams. Pupils are invited to write a statement explaining why they would make a good member of the Communication Team and what skills they could bring to the post. These statements are presented to all the voters (school community) anonymously so that selection was made based on the quality of the statement and not on the popularity of the candidate. Classes are presented with the statements, supported by Y6 pupils who help with reading the statements where necessary. They are then given a ballot paper to complete which is placed in an official ballot box. This process gives all children the chance to experience the democratic process in action and links both to our school values and the British Values which schools are required to promote. Each pupil is assessed as either ‘entering’, ‘developing’, ‘securing’ or ‘exceeding’ each relevant criterion contained in the expectations for that year. Where a pupil is assessed as exceeding the relevant criteria in a subject for that year, pupils’ understanding will be further enriched by exploring higher-level skills within the content domain of the year group. This may include applying knowledge and skills in extended problem-solving and within more challenging contexts or extended project work where pupils conduct their research and follow their lines of inquiry. Assessment judgments are recorded and backed by a body of evidence created using observations, next-steps marking and feedback, recorded work, and, where appropriate and timely, testing. Assessment judgments are moderated by colleagues in school and by colleagues in other schools to make sure our assessments are fair, reliable, and valid. Hollymount has a Home School Agreement - a three-way partnership involving the school, parent, and child. Through this, we join together to ensure that your child feels valued and is achieving their full potential. Parents are invited to visit the school at any time during school hours or by appointment outside school hours. We value the contribution made by parents who help with a range of activities such as choosing reading books or hearing children read, cooking, helping with clubs, or accompanying class outings. There are many other opportunities for parents to visit the school throughout the year, such as performances, fundraising events, and sports days. View full school

We provide a high-quality education for all our pupils, with a sustained record of strong assessment outcomes. This success is supported by a caring and positive atmosphere we know that pupils learn more effectively if they feel valued, happy and secure. Our children are literate, numerate, have access to a broad and balanced curriculum, and can use their ICT skills effectively. We place high expectations on our youngsters. They are responsible and independent. We give the children opportunities to reflect and develop knowledge about themselves and their skills and abilities, through participation with others. Our children have a positive self-image and are motivated to achieve. We also believe that parents have a very important role to play in the education of their children and we actively encourage close co-operation between home and school. We value and build on the experience and knowledge which pupils bring from their home lives, and we hope that you will share with us in making your child's time at Hollymount School enjoyable and successful. Hollymount School values the abilities and achievements of all its children and is committed to providing for each the best possible environment for learning. We recognize the entitlement of all pupils to a balanced, broadly based curriculum. Our Special Education Needs policy acknowledges the need for teaching that is fully inclusive. The Governing Body ensures that appropriate provision is made for all pupils with SEN. We recognize that many children will experience special needs at some time during their school life. Whilst many factors contribute to the range of difficulties experienced by some children, we believe that much can be done to overcome them by parents, teachers, and children working together. Hollymount School recognizes that it must ensure arrangements are in place for safeguarding and promoting the welfare of children and carry out this duty through our teaching and learning, pastoral care, and extended school activities. All members of the school community (including volunteers and governors) will at all times establish and maintain a safe and stimulating environment where children feel secure, are encouraged to talk to adults they can trust, and are listened to. Our school has a designated safeguarding governor who will act as the link person between the governing body and the designated officers. The governor will review safeguarding procedures/practices including access to training. The governors will ensure that sufficient time is given to carry out the duties. Where safeguarding concerns arise regarding a member of staff, the governor will liaise with the Chair of Governors. Staff in the Early Years Foundation Stage (EYFS) adhere to the main school's safeguarding policy and also, staff ensure that all principles underpinning the welfare of the children in the EYFS are in line with the guidelines in the Statutory Framework for the Early Years Foundation Stage Framework 2012. This school believes in working closely with parents and in most cases where we have a concern about a pupil, the parents will be informed. The school can signpost and refer to a wide range of support services through the Headteacher and/or Deputy Head. Through assemblies and PSHE lessons, children have a clear understanding of how to keep themselves safe under the ‘Every Child Matter' agenda. At the beginning of the academic year, all pupils are made aware of how they can use the internet safely and how they can protect themselves from exposure to bullying/abuse. The school runs regular e-safety workshops for parents. All pupils at Hollymount are members of the School Council and have the opportunity to have their say and effect change. The structure of the new School Council, following the Smart School Council model, has 3 core parts—Class Meetings, a Communication Team, and Action Teams. Pupils are invited to write a statement explaining why they would make a good member of the Communication Team and what skills they could bring to the post. These statements are presented to all the voters (school community) anonymously so that selection was made based on the quality of the statement and not on the popularity of the candidate. Classes are presented with the statements, supported by Y6 pupils who help with reading the statements where necessary. They are then given a ballot paper to complete which is placed in an official ballot box. This process gives all children the chance to experience the democratic process in action and links both to our school values and the British Values which schools are required to promote. Each pupil is assessed as either ‘entering’, ‘developing’, ‘securing’ or ‘exceeding’ each relevant criterion contained in the expectations for that year. Where a pupil is assessed as exceeding the relevant criteria in a subject for that year, pupils’ understanding will be further enriched by exploring higher-level skills within the content domain of the year group. This may include applying knowledge and skills in extended problem-solving and within more challenging contexts or extended project work where pupils conduct their research and follow their lines of inquiry. Hollymount has a Home School Agreement - a three-way partnership involving the school, parent, and child. Through this, we join together to ensure that your child feels valued and is achieving their full potential. Parents are invited to visit the school at any time during school hours or by appointment outside school hours. We value the contribution made by parents who help with a range of activities such as choosing reading books or hearing children read, cooking, helping with clubs, or accompanying class outings. There are many other opportunities for parents to visit the school throughout the year, such as performances, fundraising events, and sports days. View full school