School etc

Hazel Oak School

Hazel Oak School
Hazel Oak Road
Shirley
Solihull
West Midlands
B902AZ

0121 7444162

Head Teacher: Ms Deborah Jenkins

School holidays for Hazel Oak School via Solihull council

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126 pupils aged 6—17y mixed gender
130 pupils capacity: 97% full

85 boys 67%

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40 girls 32%

9y410y511y312y613y314y315y416y6

Last updated: June 18, 2014


— Community Special School

URN
104130
Establishment type
Community Special School
Establishment #
7001
OSGB coordinates
Easting: 411303, Northing: 278617
GPS coordinates
Latitude: 52.405, Longitude: -1.8353
Accepting pupils
4—19 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 26, 2014
Region › Const. › Ward
West Midlands › Solihull › Shirley West
Area
Urban > 10k - less sparse
Main specialism
Business and Enterprise (Operational)
SEN priorities
MLD - Moderate Learning Difficulty
Special classes
Has Special Classes
Sixth form
Has a sixth form
Free school meals %
21.60
Learning provider ref #
10015859

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Schools nearby

  1. 0.1 miles Burman Infant School B902JW (237 pupils)
  2. 0.4 miles St James Church of England Voluntary Aided Junior School B902BT
  3. 0.4 miles Kingswood School B902BA (89 pupils)
  4. 0.4 miles Tudor Grange Primary Academy, St James B902BT (105 pupils)
  5. 0.5 miles Haslucks Green School B902EJ (210 pupils)
  6. 0.5 miles Woodlands Infant School B902PX (218 pupils)
  7. 0.5 miles Light Hall School Specialist Mathematics and Computing College B902PZ
  8. 0.5 miles Light Hall School B902PZ (1168 pupils)
  9. 0.7 miles Shirley Heath Junior School B903DS (358 pupils)
  10. 0.7 miles Mill Lodge Primary School B901BT (235 pupils)
  11. 0.8 miles Chilcote Primary School B280PB (474 pupils)
  12. 0.8 miles Our Lady of the Wayside Catholic Primary School B904AY (463 pupils)
  13. 0.9 miles Blossomfield Infant and Nursery School B903QX (222 pupils)
  14. 1 mile Rosslyn School B289JB (93 pupils)
  15. 1 mile Streetsbrook Infant and Nursery School B903LB (239 pupils)
  16. 1 mile Peterbrook Primary School B901HR (466 pupils)
  17. 1.1 mile Sharmans Cross School B903LQ
  18. 1.2 mile Dickens Heath Community Primary School B901NA (446 pupils)
  19. 1.3 mile Yardley Wood Community Primary School B144ER (264 pupils)
  20. 1.3 mile St Ambrose Barlow Catholic Primary School B289JJ (209 pupils)
  21. 1.3 mile Cranmore Infant School B904SA (224 pupils)
  22. 1.4 mile Robin Hood Junior and Infant School B289PP
  23. 1.4 mile Sharmans Cross Junior School B911PH (354 pupils)
  24. 1.4 mile Robin Hood Academy B289PP (567 pupils)

List of schools in Solihull

Ofsted report (transcript)

School report

Hazel Oak School

Hazeloak Road, Shirley, Solihull, B90 2AZ

Inspection dates 26–27 February 2014
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Good 2
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school.

Hazel Oak is an outstanding school where
All aspects of the school’s work are
Pupils benefit from a range of memorable,
Literacy and numeracy are taught across a
Art and the use of computers are strengths of
pupils are happy and learn exceptionally well,
and where staff ensure that they are safe.
outstanding and have improved since the last
inspection. This is because the purposeful
and determined leadership of the
headteacher has ensured that all staff give of
their best and that all of the pupils are given
every opportunity to achieve and experience
success.
creative activities that interest, motivate and
challenge them to do their very best.
wide range of subjects as well as individually
and this results in all pupils making excellent
progress.
the school.
Pupils’ behaviour and attitudes in lessons are
Those in Year 11 and the sixth form are
The sixth form is outstanding. Students enjoy
The governing body brings a wide range of
outstanding. They enjoy school and take part
in lessons and activities with enthusiasm.
Attendance is above average when compared
to similar schools.
extremely well prepared for their futures and
the world of work.
courses that are very well matched to their
needs. They are confident and sociable young
adults.
personal and professional skills to the school.
These are used highly effectively to make sure
governors have a clear and accurate view of
the school, and so challenge and support the
leadership team fully.

Information about this inspection

  • The inspectors observed 17 lessons, all of which were joint observations with senior leaders.
    They reviewed work in classrooms and around the school, and heard several pupils reading.
  • They held meetings with the headteacher, senior leaders and managers, a psychotherapist and
    life coach, members of the governing body and the school council. They talked to an external
    consultant and a local authority representative by telephone.
  • The inspection team scrutinised a range of documentation, including information about
    safeguarding and attendance, governors’ minutes, school development plans and evaluation,
    lesson planning and data about checks on teaching, and information regarding pupils’ progress
    and subject developments.
  • They took account of the 24 responses to the on-line questionnaire, Parent View, a letter sent in
    by a parent and a recent parental survey carried out by the school. They also reviewed
    questionnaires completed by 35 staff.

Inspection team

Lynda Walker, Lead inspector Additional Inspector
Peter Lawley Additional Inspector

Full report

Information about this school

  • Hazel Oak is a large special school designated for pupils with moderate learning difficulties,
    which includes a sixth form.
  • The school is currently in the process of extending its capacity and thirty additional places are to
    be available in 2015.
  • One third of the pupils have an autistic spectrum condition, and increasing numbers of pupils
    have emotional and social difficulties. There are three times as many boys as girls. Most of the
    pupils are of White British heritage.
  • The proportion of pupils supported through the pupil premium is above average. The pupil
    premium is additional funding given to the school for pupils who are known to be eligible for free
    school meals, children with a parent in the armed forces and children who are looked after by
    the local authority.
  • The school has specialist status for business and enterprise.
  • The school works in collaboration with 13 primary, secondary and other special schools in
    Solihull.

What does the school need to do to improve further?

  • Carry out its plans to extend support for mainstream schools concerning provision for children
    with learning difficulties and autism spectrum conditions.

Inspection judgements

The achievement of pupils is outstanding
  • Detailed information gathered by staff about the learning and development of each pupil shows
    outstanding progress, including in literacy and numeracy. When their starting points are
    considered, the achievement of less-able and more-able pupils is equally remarkable. Pupils
    develop skills in a wide range of subjects, and are particularly good at using tablet computers,
    for example to take photographs, to record their ideas and to research information.
  • Every pupil in Year 11 achieves success in Entry Level qualifications and many achieve GCSE
    passes in a range of subjects. The most-able pupils are challenged very well and make excellent
    progress, achieving good GCSE passes in both English and mathematics. Pupils have been
    particularly successful in achieving high grades in GCSE art. Some members of the sixth form
    achieve AS-level passes.
  • All pupils achieve equally well, regardless of their background, special educational needs or
    gender. The careful analysis of assessment information ensures that if individual pupils are not
    progressing as expected, additional help and support is quickly put in place by the access and
    inclusion team. Providing equal opportunities for all pupils is central to the school’s vision and
    there is no discrimination.
  • Pupils known to be eligible for the pupil premium make the same outstanding progress as others
    with similar starting points. The additional money is used effectively to help those eligible to
    catch up in English and mathematics and the school uses a variety of checks to make sure pupils
    are doing as well as they can. In some classes they are now performing better than their
    classmates in mathematics.
  • Additional funding for Year 7 pupils who need to catch up with their learning is used well on
    additional resources for English and mathematics. This contributes to these pupils’ outstanding
    achievements and positive attitudes.
  • Pupils achieve well in areas of communication and in the basic skills of literacy and numeracy.
    Pupils receive regular and systematic help to improve their reading, writing and spelling. For
    example the most-able pupils understand how to use suffixes in words and less able pupils learn
    how to break down simple words by sounding out letters and then blending them together to
    form the word.
  • Pupils’ work is neatly presented and shows the progress they make. It also shows how pupils are
    encouraged to take pride in their work. Teachers’ comments are positive and encouraging and
    pupils are very clear about what their academic targets are and what they need to do to achieve
    them.
  • Students in the sixth form make outstanding progress in both academic and vocational (work-
    related) study. This was evident in a hair and beauty lesson where the students were learning
    about different massage techniques and, more generally, shows in the way they focus intently
    on their studies, acquiring good quality accreditation by the time they leave school. The
    vocational education and work experience opportunities prepare them extremely well for further
    training and employment.
  • The progress pupils make in their personal, social and moral development is outstanding. Pupils
    move through the school developing from individuals who find it difficult to socialise or play with
    each other to being highly sociable, polite and extremely well behaved young people with a
    strong sense of right and wrong. As one parent commented’ my son’s path has been nurtured,
    supported and allowed to self develop’.
The quality of teaching is outstanding
  • Students’ excellent progress is underpinned by the good and outstanding teaching in all subjects
    across the school. Staff treat pupils with warmth and enormous respect. These superb
    relationships contribute greatly to pupils’ learning. They are confident in trying new experiences
    because they know that they staff will look after them. However, staff do not do things for the
    pupils that they can be expected to do for themselves; this was evident in a Year 2 cookery
    lesson where pupils spread butter onto the bread themselves, cut up tomatoes and washed up
    their own utensils.
  • Teachers’ excellent subject knowledge means that pupils are always exposed to the correct
    subject language and explanation of meanings. This results in pupils acquiring strong subject
    knowledge as they move through the school.
  • Teaching assistants make a significant contribution to lessons. This is partly because teachers
    give them a very clear picture of what they are aiming for and what they want to do, but also
    because they use their initiative and use questions really well to check how much pupils have
    learnt and push them a little bit further.
  • Staff are very confident about what they can achieve for pupils and their expectations are high.
    From the start to the end of the school day, staff and pupils have a clear sense of purpose and a
    sharp focus on work, learning and making progress. All pupils spoken to knew exactly what their
    targets were and what they needed to do to improve.
  • Wall displays praise pupils’ achievements as well as providing excellent reinforcement for
    learning. This was evident in a mathematics lesson where pupils could refer to the key words
    they needed to record information. It was also illustrated in an English lesson where all of the
    class were genuinely pleased for one of their classmates who had his name recorded on the
    ‘WOW’ chart for excellent work.
  • Teachers continually improve on their skills through regular training, which in turn helps to
    provide wider learning opportunities for the pupils. As one member of staff commented ‘Hazel
    Oak is a supportive place to work; everyone strives to make learning a positive, effective and
    progressive experience for the pupils’.
  • Teachers use a wide range of visits, residential trips and visitors to enhance learning further and
    to make it relevant to the lives of pupils. In Key Stages 3 and 4 there is an increasing emphasis
    on business and social enterprise to make sure that pupils are prepared for the world of work.
  • The quality of teaching in the sixth form is outstanding because it promotes interest and high
    achievement. The focus is very much on preparing for the world outside school and following
    accredited courses, which will enable them to take Level 1 and 2 courses when they move on to
    college.
The behaviour and safety of pupils are outstanding
  • Pupils’ behaviour is outstanding. Procedures for the management of behaviour are excellent and
    all of the pupils respond very positively to the ‘DOJO’ system where they can earn points for
    excellent work, behaviour and attitudes.
  • Pupils respond very positively to the high expectations staff place on them. They are determined
    and work hard at meeting expectations for their best behaviour and treating everyone with
    respect and positive regard.
  • Friendships and good relationships flourish among pupils and these encourage their
    communication and social skills. Pupils who start school with low confidence quickly find the will
    to join in and make their contributions, formally in lessons and informally elsewhere.
  • There is a harmonious and supportive atmosphere throughout the school. Pupils go out of their
    way to help others. They have a clear understanding of acceptable behaviour and, because they
    are relaxed and happy, they socialise well. This has a positive impact on their spiritual, moral,
    social and cultural development.
  • Attendance is above average and improving. Pupils attend their lessons punctually and settle
    into learning very quickly.
  • The school’s work to keep the pupils safe and secure is outstanding, as all pupils are taught
    about how to be safe in everyday life from a very early stage. This was evident in a Year 2
    literacy lesson where pupils confidently explained why you needed to be careful when playing
    computer games with people you did not know.
  • As pupils progress through the school they are given broader guidance on healthy lifestyles,
    drugs usage, the various forms of bullying and e-safety and by the time they are in the sixth
    form their awareness of health and safety is a real strength of the school. The school
    environment is a safe and secure place to be. All pupils spoken to stated that they feel safe, and
    parents agree with this point of view.
The leadership and management are outstanding
  • Calm but uncompromising leadership by the headteacher sets the tone for the whole school.
    Rigorous and regular self-evaluation of each aspect of the work of the school has led to detailed
    planning for improvement and there is a real sense of shared responsibility for achieving the
    identified priorities. Senior and other leaders, teachers, assistants, support staff and governors
    all work together as a team. There is never a sense of something being someone else’s job.
  • Leaders make excellent use of the national standards for teaching and are uncompromising in
    their drive to maintain the very high quality of teachers’ skills. Teachers themselves are fully
    aware of the teachers’ standards and work hard to achieve them. They are also very
    appreciative of the opportunities and support they are given to improve their own personal and
    professional development.
  • The school has rigorous systems to ensure that all pupils make the best possible progress.
    Clearly thought out extra help is given to support any pupil at risk of not achieving their targets.
    Close working relationships with therapists and other professionals ensure the emotional health
    and well-being of the pupils are supported.
  • The school has restructured its arrangements for allocating responsibilities. As a result, a wider
    range of staff are leading aspects of the school’s development, and this is having a positive
    effect on ensuring improvements. The sixth form is led extremely well, and teaching and
    progress of pupils are closely monitored.
  • In preparation for the new National Curriculum, which is being introduced in September 2014,
    the school has established a new way of planning and teaching lessons. It is innovative and
    exciting, providing activities as close to real–life situations as possible. This has not only
    enhanced pupils’ enjoyment of learning, but provides meaning and so helps to lead to excellent
    progress.
  • Staff have built up excellent relationships with parents who on the whole are very positive about
    the school. Almost all who responded would recommend the school to another parent.
  • There are some excellent links with local schools and businesses. These help to develop pupils’
    academic and personal skills and provide opportunities to prepare pupils for the future.
  • The school provides training and support for schools in its local collaborative group. It rightly
    plans to extend this further in order to improve opportunities for disabled pupils and those who
    have special educational needs in the area.
  • Leaders successfully eliminate discrimination through their very effective implementation of
    policies and procedures which make sure positive relationships are fostered and that all pupils
    have equal opportunities to the experiences on offer.
  • The primary sports funding is used effectively to provide further training to staff on how to teach
    a range of sports. This has resulted in pupils being fully engaged in their physical education
    lessons and in some cases extending their involvement in sporting activities outside school.
  • The local authority provides regular, relevant and skilled advice and challenge through its
    schools advisory service. This has had a good impact in helping the school improve its provision
    since the last inspection.
  • The governance of the school:
    The governance of the school is outstanding and meets all statutory duties such as those
    relating to safeguarding and preventing discrimination.
    Governors have the experience and expertise to perform their roles and responsibilities
    effectively. They are deeply committed to the school’s continued success, as is evident in their
    plans for the planned expansion of the school roll.
    They are very well organised into committees which focus sharply on the key aspects of the
    work of the school. They visit the school regularly and see for themselves that high
    achievement is maintained, by taking part in learning walks which concentrate on particular
    areas, for example safeguarding or behaviour.
    Governors understand data on the school’s performance and know how good teaching is. They
    are fully aware of the link between teachers ‘ performance, pupils’ achievement, pay and
    responsibility. They have been effectively involved in school self-evaluation and they oversee
    the schools’ finances capably.

What inspection judgements mean

School

Grade Judgement Description
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
improvement
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.

School details

Unique reference number 104130
Local authority Solihull
Inspection number 431136

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 4–19
Gender of pupils Mixed
Gender of pupils in the sixth form Mixed
Number of pupils on the school roll 126
Of which, number on roll in sixth form 15
Appropriate authority The governing body
Chair Brian Kendrick
Headteacher Deborah Jenkins
Date of previous school inspection 28 March 2011
Telephone number 0121 744 4162
Fax number 0121 733 8861
Email address office@hazel-oak.solihull.sch.uk

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