A good community school school in Bury. Explore Ofsted ratings, admissions information, and performance data for Hollins Grundy Primary School.
Overall school rating
/ 100
Primary weighted harmonic mean of 3 indicators
Indicators used for Primary schools
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Official inspection outcomes
Source: Ofsted inspection outcomes. Grades: Outstanding, Good, Requires Improvement, Inadequate.
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Basic details and characteristics
Official government statistics
| Year | Mat Average | Read Average |
|---|---|---|
| 2024 | 101.0 | 104.0 |
| 2023 | 104.0 | 107.0 |
Historical data shows year-over-year performance trends
Derived insights and analysis
Declining trend (-3.0 per year)
Down -3.0% over 3 years
Information extracted from the school's own website
"Happiness, Health and Respect for Confident, Creative Learners."
We use the Bury SACRE agreed syllabus and the Understanding Christianity framework for our teaching of Christianity. KS1 covers Christianity, Judaism, Islam and Humanism; UKS2 covers Christianity, Hinduism, Judaism, Islam and Humanism. The curriculum drawn up by SCARE reflects that the religious traditions in Great Britain are mainly Christian, while taking account teaching and practices of other principal religions represented in Great Britain. The curriculum has no agenda to proselytise or promote any one religion or faith over another and aims to encourage respect for all faiths.
Headteacher expresses pride in pupils and staff, and gratitude for the school community, noting the video message and the sense that Hollins Grundy Primary School is a great place to be.
Clubs
Sports
The curriculum is designed to provide access and opportunity for all children who attend the school. If we think it necessary to adapt the curriculum to meet the needs of individual children, then we do so only after the parents of the child have been consulted. If a child has a special need, our school does all it can to meet their individual needs. We comply with the SEND Code of Practice in providing for children with special needs. If a child displays signs of having special needs, his/her teacher makes an assessment of this need. In most instances the teacher is able to provide resources and educational opportunities which meet the child’s needs within the normal class organisation. If a child’s need is more severe, we consider additional support that may need to be provided and we involve the appropriate external agencies when making this assessment.