School etc

Hob Moor Oaks School

Hob Moor Oaks School
Green Lane
North Yorkshire

phone: 01904 555000

federation principal: Mrs Cath Hindmarch

school holidays: via York council

71 pupils aged 3—10y mixed gender

50 boys 70%


20 girls 28%


Last updated: June 20, 2014

— Community Special School

Establishment type
Community Special School
Establishment #
Open date
Sept. 1, 2004
Reason open
Result of Closure
OSGB coordinates
Easting: 457853, Northing: 450820
GPS coordinates
Latitude: 53.95, Longitude: -1.12
Accepting pupils
3—11 years old
Special pupils
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 3, 2013
Region › Const. › Ward
Yorkshire and the Humber › York Central › Westfield
Urban > 10k - less sparse
SEN priorities
PMLD - Profound and Multiple Learning Difficulty~MLD - Moderate Learning Difficulty~SLD - Severe Learning Difficulty~ASD - Autistic Spectrum Disorder~Other
Special classes
Has Special Classes
Private Finance Initiative
Part of PFI
Free school meals %

rooms to rent in York

Schools nearby

  1. Hob Moor Community Primary School YO244PS (321 pupils)
  2. 0.1 miles Hob Moor Infant School YO244PS
  3. 0.1 miles Hob Moor Junior School YO244PS
  4. 0.3 miles Acomb Primary School YO244ES (232 pupils)
  5. 0.3 miles Our Lady's Roman Catholic Primary School, Acomb, York YO244QW
  6. 0.3 miles Lowfield School YO243DD
  7. 0.3 miles Rathbone Choices Centre YO244PE
  8. 0.4 miles Oaklands School YO243WZ
  9. 0.4 miles York High School YO243WZ (793 pupils)
  10. 0.5 miles English Martyrs' Roman Catholic Voluntary Aided Primary School YO244JW
  11. 0.5 miles Our Lady Queen of Martyrs Roman Catholic Voluntary Aided Primary School YO244JW (451 pupils)
  12. 0.7 miles Dringhouses Primary School YO241HW (302 pupils)
  13. 0.8 miles Westfield Junior School YO243HP
  14. 0.8 miles Westfield Infant School YO243HP
  15. 0.8 miles Westfield Primary Community School YO243HP (563 pupils)
  16. 0.9 miles St Paul's Nursery School YO244BD (100 pupils)
  17. 0.9 miles Carr Junior School YO265QA (227 pupils)
  18. 0.9 miles Poppleton Road Primary School YO264UP (386 pupils)
  19. 0.9 miles St Paul's Church of England Voluntary Controlled Primary School YO244BJ (168 pupils)
  20. 0.9 miles The Mount School YO244DD (297 pupils)
  21. 1 mile Carr Infant School YO265QA (312 pupils)
  22. 1 mile Woodthorpe Primary School YO242RU (403 pupils)
  23. 1 mile All Saints RC School YO241BJ (1235 pupils)
  24. 1.1 mile Northfield School YO265RQ

List of schools in York

School report

Hob Moor Oaks School

Green Lane, Acomb, York, YO24 4PS

Inspection dates 3–4 December 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

The vast majority of pupils make good
All pupils benefit from an outstanding
Almost all teaching is now good and the
Pupils show they feel very safe and cared for
progress. Often they make outstanding
progress in communication. This means that
they are well prepared for the next stage in
their education.
partnership with the mainstream school which
shares the same premises. This makes a
significant contribution to pupils’ achievement
both in school subjects and in their personal
amount of outstanding teaching is increasing
rapidly. In most lessons, pupils learn well
because they enjoy their learning.
well. This is because staff ensure that each
pupil’s individual needs are met very well.
Children in the Early Years Foundation Stage
Leaders have high expectations of what pupils
The governing body makes an excellent
make a good start to their learning because
they have the opportunity to participate in a
wide range of learning experiences alongside
their mainstream peers.
can achieve and have clear plans to ensure
that everyone works together as a team to
improve pupils’ achievement. All staff are given
clear information about how to improve their
teaching. This is supporting continuous school
contribution to leadership because they ensure
that actions they take always contribute to
their clear plan for the school’s future.
Pupils with severe learning difficulties have in
Pupils do not always understand what they
the past not made as much progress as other
have read.
The role of middle leaders is not yet fully
developed to enable them to have a sharp
focus on and an overview of achievement in
the curriculum subjects for which they are

Information about this inspection

  • The inspectors observed 12 lessons, eight jointly with the acting headteacher. The inspectors
    held meetings with the acting headteacher and staff and spoke informally to pupils.
  • The lead inspectors for the inspections of both Hob Moor Primary and Hob Moor Oaks schools
    had regular meetings and also held joint meetings with the Principal, the acting headteachers,
    the Chair of the Governing Body and three governors and two representatives from the local
  • The inspectors took account of the school’s procedures for safeguarding and for gaining an
    accurate view of its own performance. They looked at the development plan, records of lesson
    observations, targets set for teachers, pupils’ work in books and documents that track pupils’
  • The inspectors took account of 23 questionnaire responses on the on-line questionnaire (Parent

Inspection team

Pauline Hilling-Smith, Lead inspector Additional Inspector
Doreen Davenport Additional Inspector

Full report

Information about this school

  • All pupils have learning difficulties and additionally many have autism or complex medical
  • The proportion of pupils from minority ethnic backgrounds is below average. All pupils have a
    statement of special educational needs. There are more boys than girls.
  • The proportion of pupils supported by the pupil premium is average. The pupil premium is
    additional funding for those pupils known to be eligible for free school meals, children from
    service families and children who are looked after by the local authority.
  • This school is federated with Hob Moor Primary School. The two schools have a joint governing
    body and are led and managed by one Principal. Each school has its own head of school.
  • There is a temporary leadership arrangement from 1 September 2013 until 1 January 2014,
    pending the appointment of a new Principal. The current Principal is employed as a part-time
    Consultant Principal. Both heads of school are acting headteachers for this period.
  • The two schools share all areas of the building but have separate classrooms.
  • Senior and middle leaders from both schools work in partnership.
  • The on-site children’s centre is inspected separately. A copy of its report is available on the

What does the school need to do to improve further?

  • Improve teaching so that more is outstanding in order to raise pupils’ achievement even further,
    particularly for pupils with severe learning difficulties, by ensuring that :
    pupils always understand what they have read
    assessment is always sharply focused on early identification of the most appropriate means of
    communication for each individual.
  • Strengthen the role of middle leaders so that they have a clear focus on and an overview of
    achievement in the curriculum subjects for which they have responsibility.

Inspection judgements

The achievement of pupils is good
  • Pupils are working at levels lower than expected nationally when they join the school, as a result
    of their disabilities and special educational needs. The vast majority of pupils make good or
    better progress. The proportion of pupils who make better than expected progress compares
    favourably with that found nationally amongst pupils with similar starting points, although their
    attainment is still below national expectations when they leave Year 6.
  • Achievement has improved since the previous inspection. Pupils’ progress has accelerated and
    they now make good and sometimes outstanding progress, particularly in developing their
    personal and social skills. Pupils with complex communication needs often make outstanding
    progress in developing their ability to express themselves.
  • Pupils make good progress in reading because they are given many opportunities to read,
    including to their peers in the mainstream school. However, pupils do not always understand
    what they have read because there has been insufficient emphasis so far on this.
  • Most groups of pupils make equally good progress, for instance, girls do just as well as the boys
    and pupils who are eligible for the pupil premium, including those known to be eligible for free
    school meals, learn at the same good rate as other pupils. This is because of the individual
    approach to meeting all pupils’ varying and complex needs. However, in 2012 pupils with severe
    learning difficulties did less well overall than their peers.
  • Children in the Early Years Foundation Stage make good progress particularly in their social
    development because they have access to a wide range of learning experiences both indoors
    and outdoors, as well as to specialist teaching tailored to their individual needs in small groups.
  • In Key Stages 1 and 2, pupils make good progress because their needs are carefully assessed
    and all staff are highly skilful and understand clearly how pupils can be as involved as possible in
    the activities planned for them. The most able pupils benefit from being able to learn alongside
    their mainstream peers and a very few pupils reach national expectations in mathematics or
    science at the end of Key Stage 2. Most pupils are clear about how well they have done and how
    to improve.
  • The vast majority of parents who responded to the recent school survey strongly agree that
    pupils make good progress.
The quality of teaching is good
  • The percentage of good teaching has risen consistently since the last inspection. Almost all
    lessons observed during the inspection were good and often outstanding. Teaching enables most
    pupils to make good progress and occasionally to make outstanding progress in communication
    and personal development.
  • Information and communication technology (ICT) is used well to enable pupils to be fully
    involved in the activities planned for them and thus to keep their interest, for example, tablet
    computers and interactive whiteboards are often operated by pupils.
  • The teaching of communication and reading is a strong and successful feature because teachers
    have a good knowledge and understanding of this subject. However, the teaching of reading for
    meaning is not as sharp because opportunities for pupils to develop skills at all times are
    sometimes missed. This is because an assessment scale identifying small steps of progress is not
    yet in use for pupils of all abilities.
  • Teaching assistants and other adults contribute significantly to pupils’ achievement through good
    support, for example, by working closely with individual pupils.
  • The school is continuously improving teaching, for example, by encouraging teachers to sharply
    focus their assessment of pupils’ progress and potential so that planned activities can always
    carefully build each individual’s learning needs, especially the early identification of what will be
    the most effective means of communication for that pupil.
  • Parents agree strongly that their children are well taught and are particularly pleased by their
    progress in personal development and communication skills.
The behaviour and safety of pupils are good
  • The atmosphere in school is one of everyone helping each other to feel secure and achieve the
    best they can in everything. Pupils from both schools attach great value to friendship because
    they understand very clearly what this is and how important it is. This makes a significant
    contribution to achievement because pupils’ attitudes to learning are strengthened.
  • Relationships between staff and pupils are strong and an opportunity to say something kind or
    give praise is never missed. This contributes to pupils’ understanding clearly the correct way to
    behave. Pupils know that they always have the chance to start again and ‘get it right’.
  • Pupils indicate that they feel very safe and that there is no bullying and parents agree with this
    view. The process used by the school to deal with any issues that do arise is very effective
    because great care is taken by all staff to explore what has happened and to seek ways in which
    changes can be made to put things right.
  • Lessons learned by the school and by pupils from interrogation of incidents is very effective in
    everyone having a consistent approach when dealing with any challenges faced. Parents are
    always fully involved in the process so that they can contribute to improvement.
  • Pupils learn to keep themselves and others safe when they are involved in learning experiences
    out in the community. For example, taking care when crossing the road. Pupils are encouraged
    to take responsibility for each other’s well being whenever they can.
  • As pupils progress through the school, they build up an ever-increasing understanding of how to
    deal with the world around them. In the past, the time taken for some pupils to achieve this
    slowed the progress in class of a few other pupils. This has now been resolved through the
    provision of an additional class.
  • Attendance is broadly average because pupils attend when they can. However, the school knows
    that it needs to continue to raise the importance of attendance with parents and those pupils
    who can come to school.
The leadership and management are good
  • The federation Executive Principal is a highly effective leader who has been pivotal in the
    improvement of both schools. In conjunction with the clear plan for the future of the governing
    body and the talent of the acting headteacher, they ensure that improving the quality of
    teaching is a top priority.
  • The leadership of teaching and performance is highly effective. Procedures to check the quality
    of teaching are very extensive and very thorough and lead to very sharply-focused plans for
    improvement. They enable senior leaders to provide detailed coaching to support teachers in
    improving their practice. There is a good link between teachers' performance and their progress
    along the pay scales.
  • The school’s system for keeping an eye on how well pupils are doing is meticulous. They ensure
    that any pupil at risk of underachieving is quickly identified and support is put in place to ensure
    that they quickly catch up and do not fall further behind. However, the restructured team of
    subject leaders is as yet not as sharply focused enough on achievement as they have been in
    the past.
  • Staff work very well together as a team, sharing their ideas about the best ways to ensure that
    pupils achieve as much as they can. Leaders ensure that additional funds, such as the pupil
    premium, are used to good effect by providing additional opportunities for eligible pupils. It is
    clear that the funding is making a positive difference. Inclusion of all pupils in all experiences is
    ably led by the inclusion coordinator and reflects the school’s commitment to ensuring every
    pupil has an equal opportunity.
  • The school has an accurate view of its own performance. Improvement plans are very effective
    because they are linked to training, reviewed carefully and contributed to by everyone. They
    reflect the clear plan for the future set out by the governing body.
  • Pupils’ spiritual, moral, social and cultural development is outstanding because partnership with
    the primary school enables high quality joint musical performances. The school choir is very
    impressive and enjoyed by all.
  • The curriculum is enriched by many clubs. Additional sports clubs have been possible as a result
    of the extra Primary School Sports development funding provided by the government.
    Programmes of study meet the wide range of physical, communication and learning needs of the
    pupils. Partnerships are very well developed and that with health service personnel makes a
    significant contribution to pupils’ physical well-being.
  • The local authority is also a strong partner and recognises the progress made by the school.
    They have worked together with the governing body to appoint a new Principal in full accord
    with their plan for the development of the two schools together.
  • The vast majority of parents who responded on Parent View would recommend the school to
    another parent. Partnership with parents is excellent, as a result of good communication
    between home and school.
  • The governance of the school:
    The governing body contributes exceptionally well to the leadership of the school because it
    has been very well led over a long period of time and members are experts in governance.
    Governors ensure that they ask searching questions of reports they receive from staff and
    they gain first-hand evidence through the involvement they have with pupils, parents and
    staff. They hold leaders stringently to account for the progress of the pupils and school
    improvement based on this information. Governors manage the budget very effectively and
    make sure that all safeguarding procedures are very rigorous and fully meet requirements.
    They are clear about how the pupil premium is spent and can identify the positive effect this is
    having on eligible pupils. Governors are fully included in information about how well teachers
    are performing and know about the quality of teaching and how this links to pay.

What inspection judgements mean


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
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 134728
Local authority York
Inspection number 425721

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 3–11
Gender of pupils Mixed
Number of pupils on the school roll 69
Appropriate authority The governing body
Chair Nicholas Smart
Headteacher Susan Coulter (Acting Headteacher)
Date of previous school inspection 16 November 2010
Telephone number 01904 555000
Fax number 01904 550031
Email address reveal email: hobm…


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