Hazel Oak School
Head Teacher: Ms Deborah Jenkins
School holidays for Hazel Oak School via Solihull council
130 pupils capacity: 97% full
85 boys 67%
40 girls 32%
Last updated: June 18, 2014
— Community Special School
- Establishment type
- Community Special School
- Establishment #
- 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
- 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 %
- Learning provider ref #
- 0.1 miles Burman Infant School B902JW (237 pupils)
- 0.4 miles St James Church of England Voluntary Aided Junior School B902BT
- 0.4 miles Kingswood School B902BA (89 pupils)
- 0.4 miles Tudor Grange Primary Academy, St James B902BT (105 pupils)
- 0.5 miles Haslucks Green School B902EJ (210 pupils)
- 0.5 miles Woodlands Infant School B902PX (218 pupils)
- 0.5 miles Light Hall School Specialist Mathematics and Computing College B902PZ
- 0.5 miles Light Hall School B902PZ (1168 pupils)
- 0.7 miles Shirley Heath Junior School B903DS (358 pupils)
- 0.7 miles Mill Lodge Primary School B901BT (235 pupils)
- 0.8 miles Chilcote Primary School B280PB (474 pupils)
- 0.8 miles Our Lady of the Wayside Catholic Primary School B904AY (463 pupils)
- 0.9 miles Blossomfield Infant and Nursery School B903QX (222 pupils)
- 1 mile Rosslyn School B289JB (93 pupils)
- 1 mile Streetsbrook Infant and Nursery School B903LB (239 pupils)
- 1 mile Peterbrook Primary School B901HR (466 pupils)
- 1.1 mile Sharmans Cross School B903LQ
- 1.2 mile Dickens Heath Community Primary School B901NA (446 pupils)
- 1.3 mile Yardley Wood Community Primary School B144ER (264 pupils)
- 1.3 mile St Ambrose Barlow Catholic Primary School B289JJ (209 pupils)
- 1.3 mile Cranmore Infant School B904SA (224 pupils)
- 1.4 mile Robin Hood Junior and Infant School B289PP
- 1.4 mile Sharmans Cross Junior School B911PH (354 pupils)
- 1.4 mile Robin Hood Academy B289PP (567 pupils)
Ofsted report (transcript)
Hazel Oak School
Hazeloak Road, Shirley, Solihull, B90 2AZ
|Inspection dates||26–27 February 2014|
|Overall effectiveness||This inspection:||Outstanding||1|
|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
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
| 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
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.
|Lynda Walker, Lead inspector||Additional Inspector|
|Peter Lawley||Additional Inspector|
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
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.
|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
- 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
|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
- 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
- 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
|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||104130|
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|
|Date of previous school inspection||28 March 2011|
|Telephone number||0121 744 4162|
|Fax number||0121 733 8861|