phone: 01482 640115
headed by: Mrs Claire Patton
30 pupils capacity: 77% full
20 boys 87%
Last updated: July 21, 2014
— Community Special School
- Establishment type
- Community Special School
- Establishment #
- Open date
- April 1, 2004
- Reason open
- Result of Closure
- OSGB coordinates
- Easting: 505164, Northing: 427504
- GPS coordinates
- Latitude: 53.733, Longitude: -0.40729
- Accepting pupils
- 5—12 years old
- Boarders appr n special
- Special pupils
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 1, 2014
- Region › Const. › Ward
- Yorkshire and the Humber › Kingston upon Hull West and Hessle › Pickering
- Urban > 10k - less sparse
- SEN priorities
- BESD - Behaviour, Emotional and Social Difficulty
- Special classes
- Has Special Classes
- Free school meals %
- Learning provider ref #
- Whitehouse HU47AB
- Kingston School HU47AE
- Pickering High School Sports College HU47AE
- Sirius Academy HU47JB (1535 pupils)
- 0.2 miles Ganton Special School HU47JB (161 pupils)
- 0.3 miles Rokeby Park Primary School HU47NJ (214 pupils)
- 0.3 miles Christopher Pickering Primary School HU47EB (422 pupils)
- 0.4 miles Tilbury Primary School HU47EN
- 0.6 miles St Thomas More RC Primary School HU47NP (179 pupils)
- 0.7 miles West End Children's Unit HU139NW
- 0.7 miles West End Adolescent Unit HU139NW
- 0.8 miles Francis Askew Primary School HU46LQ (311 pupils)
- 0.8 miles Hessle Penshurst Primary School HU139EX
- 0.8 miles Sydney Smith School HU106UU (119 pupils)
- 0.8 miles The Educational Hearing Service for Hearing and Vision HU46LQ
- 0.8 miles Hessle Penshurst Primary School HU139EX (388 pupils)
- 0.8 miles Francis Askew Primary School HU46LQ
- 0.9 miles Eastfield Primary School HU46DT
- 0.9 miles Anlaby Junior School HU106UE
- 0.9 miles Anlaby Acre Heads Primary School HU47ST (372 pupils)
- 0.9 miles Eastfield Primary School HU46DT (618 pupils)
- 1 mile Anlaby Infant School HU106UE
- 1 mile Amy Johnson School HU35NW
- 1 mile Anlaby Primary School HU106UE (323 pupils)
262a Pickering Road, Hull, HU4 7AB
|Inspection dates||1–2 July 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is a good school. Select
It is not yet an outstanding school because
| Pupils make good and occasionally |
The vast majority of pupils make good
Teaching is good because it is imaginative.
Each pupil tries very hard to live up to the
Pupils say they feel safe and cared for well.
outstanding progress in their personal
development. This means that they are well
prepared for the next stage in their
progress in English and mathematics. This is
because their learning needs are met well.
Teaching assistants make a very significant
contribution to pupils’ progress.
high expectations of behaviour and attitudes
set for them and as a result, behaviour
improves rapidly and is good.
This is because staff ensure that each pupil’s
individual needs are met with patience and
| The headteacher’s excellent leadership has |
As a result everyone works together as a team
The governing body makes a very significant
ensured good quality provision through a
period of significant change. Leaders ensure
that everyone knows how important they are
and what part they play in the life of the
to help pupils achieve as well as they can. Staff
are helped to improve their teaching and
benefit from extensive coaching. This is
supporting continuous development of the
contribution to the school’s leadership because
governors ensure that their decisions make an
outstanding contribution to the achievement of
| Information from checks on how well pupils |
are doing is not always used to identify what
they need to do next.
| The processes used by middle leaders are not |
yet sufficiently detailed to enable them to
check the quality of teaching with a sharp
enough focus on the progress made by pupils.
Information about this inspection
- Inspectors observed nine lessons, two of which were observed jointly with the headteacher. The
inspectors listened to pupils read in lessons and examined pupils’ work in files and books.
- The inspectors took account of the school’s procedures for safeguarding. They looked at the
school development plan, leaders’ evaluation of its strengths and weaknesses, curriculum and
lesson planning, records of lesson observations, targets set for teachers, and documents that
track pupils’ academic and personal progress.
- Meetings were held with leaders, staff and two members of the local authority. A discussion was
held with the Chair of the Governing Body and four other governors.
- Informal discussions were held with pupils.
- Inspectors took account of inspection questionnaires returned by 29 members of staff, together
with the school’s own surveys of the views of pupils, parents and staff. There were 10 responses
to Parent View (the on-line questionnaire for parents).
|Pauline Hilling-Smith, Lead inspector||Additional Inspector|
|Marilyn Massey||Additional Inspector|
Information about this school
- All pupils have behavioural, social or emotional difficulties. A small minority have learning
- The majority of pupils are boys.
- All pupils have a statement of special educational needs.
- The proportion of pupils who speak English as an additional language is well below the national
- The proportion of pupils from minority ethnic backgrounds is well below national averages.
- The proportion of pupils eligible for the pupil premium is above average. . The pupil premium is
additional funding for those students who are known to be eligible for free school meals and
those children who are looked after by the local authority.
- Since the last inspection the age range has changed. It has become co-located with a Pupil
Referral Unit (PRU) for primary-aged pupils. It now caters for Key Stage 1 and Key Stage 2
pupils only. It no longer has residential provision. The school and PRU together moved to the
new site in May 2014.
- The headteacher of the PRU is now the interim headteacher of the school. She is a National
Leader of Education. The school staff are also the staff of the PRU.
- The school and PRU staff contribute to extensive outreach provision and take part in
arrangements associated with the status of the PRU as a teaching school and its partners.
What does the school need to do to improve further?
- Improve teaching in order to raise achievement further by ensuring that:
information gathered from checks on pupils’ progress is always used to plan what they should
staff share the outstanding practice already available in the school.
- Improve the impact of the middle leaders on progress by refining the procedures they use when
they are checking the quality of teaching and learning.
|The achievement of pupils||is good|
- Most pupils are working at levels lower than expected nationally when they join the school as a
result of previous disruption to their learning and special educational needs. The vast majority of
pupils make good progress. Compared to pupils nationally with similar starting points, the
proportion of pupils who make better than the progress expected of them compares favourably
with that found nationally. As a result, an increasing number of pupils, including the most able,
leave the school with standards that are broadly average.
- The vast majority of pupils make good and sometimes remarkable progress in personal
development, particularly in self-esteem and being able to see things from another person’s
point of view. This means that the majority of pupils become interested in learning and make
good progress in English and mathematics.
- The school ensures that the assessment of the levels reached by pupils is accurate, as a result of
the comparisons made with work done by pupils at similar levels in the school’s partner primary
- The system that track pupils’ progress is meticulous. This means that any pupil who is not
making the same or better progress expected of all pupils nationally is quickly identified and
arrangements are put in place to prevent this happening.
- School data this year show that pupils’ progress is notably swift in mathematics, where a third of
pupils have made accelerated progress. This is because mathematics is led expertly.
- Achievement in reading is good, especially for pupils eligible for the additional funding. This is
because it is well-organised and monitored and priority is given to daily reading.
- A small minority of parents who responded thought that their children did not make good
progress. Inspectors agree that this was the case in the past, but now progress is improving
- Primary school sport funding is used to good effect to support eligible pupils’ learning and
progress. As a result, a few pupils have attended trials at the city’s football club.
- Pupils make notable progress in applying the skills they learn in classrooms because they have
the opportunity to put them into practice in horse-riding sessions. In addition, a few pupils have
reached high levels of performance in riding.
- Pupils in the outreach provision and those who transfer back into mainstream schools are usually
successful in maintaining their place in those schools as a result of the effective support that
they receive while at Bridgeview.
|The quality of teaching||is good|
- The quality of teaching has been maintained throughout the changes of site and transition of
age group to primary. It is good and occasionally outstanding, because staff are skilled at
enabling pupils to feel settled, interested in school work and keen to make good progress.
- The development of pupils’ confidence, empathy and self-esteem is a strength because staff
have expert knowledge in how to manage pupils with behavioural needs. As a result, pupils are
interested in learning again, including English and mathematics.
- Teaching assistants contribute well to the achievement of the pupils through good support, for
example, by identifying and rewarding pupils when they are behaving well or by working closely
with individual pupils.
- Questioning is usually used well in classrooms and in books to deepen pupils’ understanding.
However, occasionally too many questions require only one-word answers or questions in books
are too lengthy so pupils are unable to make a response which helps their understanding. When
this happens, information from these checks is not fully helping pupils to know what they need
to do next.
- Teachers, especially those of the younger pupils, are imaginative in how they design what they
ask pupils to do in lessons. For example, areas of learning are available on the balcony outside
so that pupils can continue to take part in lessons even when they find it difficult to cope in the
- Good assessment of progress usually helps staff to set targets for pupils. However, as yet the
monitoring of achievement by the middle leaders does not have a razor-sharp focus on the detail
of pupils’ progress, because the processes they use are not sufficiently detailed.
- Occasionally, targets set sometimes emphasise personal development at the expense of
developing subject skills and understanding. This is because the now good assessment has not
always been used as the basis of what the pupil can achieve in that subject. As a result, some
opportunities to deepen knowledge are missed.
- A small minority of parents who responded do not agree strongly that their children are well
taught or that they are given sufficient information about their child’s progress. The school
knows that this was the case in the past and arrangements to respond to requests from families
are now well-organised.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Some pupils make remarkable progress in learning to manage
their own behaviour. For example, pupils who, when they start at the school, need staff to
regulate their behaviour at lunchtime, offer to clear up unaided after a period of time. Pupils are
usually well-mannered and converse with staff when eating lunch, because staff model the
required behaviour constantly.
- Staff are skilled in promoting a positive atmosphere in classrooms through being patient and by
offering explanations and consequences and maintaining respect. Pupils behave well outside
because the design of the outdoor area and equipment help them to succeed.
- The cornerstone of improving behaviour is the reward system. Points are meticulously recorded
on an individual and class basis, which lead to experiences chosen by the class such, as a meal
- Pupils understand about bullying well. They say bullying is rare and any problems are dealt with,
so it is not an issue.
- The school’s procedures to keep pupils safe and secure are good. This is because information
and records about behaviour are checked vigilantly by the school leader on pupils’ behaviour and
actions are taken based on the outcomes.
- Pupils say they feel safe as a result of the clear, strong relationships between staff and pupils.
Others say they feel safe because they know who to go to if there is a problem and they get
many opportunities to discuss issues in lessons.
- Students learn to keep themselves and others safe when they go horse-riding. For example, they
understand that they must treat animals with caution and respect. Careful, thorough risk
assessments are made when pupils go on residential or day trips.
- Attendance is improving as pupils increasingly enjoy coming to school and families are well
supported by staff from the school’s partnership team.
- The large majority of parents who responded on Parent View agree that their children are happy
and safe at the school.
|The leadership and management||are outstanding|
- The headteacher is a very effective leader. Ably supported by the assistant headteachers, she
has steered the school exceptionally well through a change in its work and re-location to the
new site. This staff turbulence also involved a reduction in staffing which was well managed. Her
commitment to high quality education for the pupils has ensured that any negative impact has
been kept to an absolute minimum.
- The leadership of teaching and performance is effective. Procedures for all leaders to check the
quality of teaching have a good impact. However, the headteacher knows that the role of the
leaders of English and mathematics is not yet underpinned by sharp, detailed recording of pupil
progress. This means that occasionally opportunities are missed to contribute more to extending
pupils’ progress when checking on the quality of learning. There is a clear and suitable link
between teachers' performance and their progress along the pay scales.
- The school’s system for ensuring that pupils do as well as they can is underpinned by meticulous
record-keeping for each individual pupil. This reflects the school’s commitment to ensuring that
every pupil has an equal opportunity.
- Additional funds are used to good effect by providing additional opportunities for eligible pupils.
It is clear that this funding is making a positive difference.
- The school has a deep and accurate view of its own performance. Improvement plans are
effective. They reflect leaders’ very strong commitment and the priorities in the very clear plan
for the future of the school.
- Pupils’ spiritual, moral, social and cultural development is excellent, because pupils are given
many opportunities to develop spirituality and empathy, such as when they take part in music
- Learning is enriched by therapeutic experiences, visits and residential experiences. It gives
priority to meeting pupils’ well-being and learning needs. Partnership with the two mainstream
schools which form the teaching school alliance is very effective in the school, playing a full part
in the training of teachers and keeping in close contact with mainstream schooling.
- The partnership manager expertly ensures close partnership with health and other service
personnel. This makes a very significant contribution to pupils’ well-being. The school makes an
excellent contribution to the teaching of pupils with behavioural needs in other schools, through
the work it does with many mainstream schools.
- The local authority has worked well in partnership with the governors and headteacher to
establish an effective service for all pupils in the local authority. External advice to the governing
body has contributed well to them setting rigorous targets for the headteacher to be very
effective in driving forward improvement for both school and wider provision.
- Partnership with parents is good and developing further as the school is settling into the new
- The governance of the school:
The governing body contributes very well to the leadership of the school. Governors are
mostly educational experts themselves and are led by a very effective Chair. They hold school
leaders stringently to account for what happens in the school and how its work is carried out.
They have ensured that the welfare of the staff has been a priority throughout the turbulence.
Members manage the budget effectively and make sure that all safeguarding procedures are
thorough and meet requirements. They are clear about how additional funds have made an
impact on individual pupils who are eligible. They have played an invaluable part in
maintaining standards and morale through the changes and reduction in the number of staff.
Governors are fully included in information about how well teachers are performing, and know
about the quality of teaching and how this links to any increases in salary.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||134633|
|Local authority||Kingston upon Hull City of|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Special|
|School category||Community special|
|Age range of pupils||5–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||23|
|Appropriate authority||The governing body|
|Date of previous school inspection||25 January 2012|
|Telephone number||01482 303300|
|Fax number||01482 230330|