Hob Moor Oaks School
phone: 01904 555000
federation principal: Mrs Cath Hindmarch
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 %
- Hob Moor Community Primary School YO244PS (321 pupils)
- 0.1 miles Hob Moor Infant School YO244PS
- 0.1 miles Hob Moor Junior School YO244PS
- 0.3 miles Acomb Primary School YO244ES (232 pupils)
- 0.3 miles Our Lady's Roman Catholic Primary School, Acomb, York YO244QW
- 0.3 miles Lowfield School YO243DD
- 0.3 miles Rathbone Choices Centre YO244PE
- 0.4 miles Oaklands School YO243WZ
- 0.4 miles York High School YO243WZ (793 pupils)
- 0.5 miles English Martyrs' Roman Catholic Voluntary Aided Primary School YO244JW
- 0.5 miles Our Lady Queen of Martyrs Roman Catholic Voluntary Aided Primary School YO244JW (451 pupils)
- 0.7 miles Dringhouses Primary School YO241HW (302 pupils)
- 0.8 miles Westfield Junior School YO243HP
- 0.8 miles Westfield Infant School YO243HP
- 0.8 miles Westfield Primary Community School YO243HP (563 pupils)
- 0.9 miles St Paul's Nursery School YO244BD (100 pupils)
- 0.9 miles Carr Junior School YO265QA (227 pupils)
- 0.9 miles Poppleton Road Primary School YO264UP (386 pupils)
- 0.9 miles St Paul's Church of England Voluntary Controlled Primary School YO244BJ (168 pupils)
- 0.9 miles The Mount School YO244DD (297 pupils)
- 1 mile Carr Infant School YO265QA (312 pupils)
- 1 mile Woodthorpe Primary School YO242RU (403 pupils)
- 1 mile All Saints RC School YO241BJ (1235 pupils)
- 1.1 mile Northfield School YO265RQ
Hob Moor Oaks School
Green Lane, Acomb, York, YO24 4PS
|Inspection dates||3–4 December 2013|
|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||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
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
| 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
|Pauline Hilling-Smith, Lead inspector||Additional Inspector|
|Doreen Davenport||Additional Inspector|
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.
|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
- 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
- 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 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||134728|
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|
|Headteacher||Susan Coulter (Acting Headteacher)|
|Date of previous school inspection||16 November 2010|
|Telephone number||01904 555000|
|Fax number||01904 550031|