School etc

Hunters Hill Technology College

Hunters Hill Technology College
Spirehouse Lane

phone: 0121 4451320

headteacher: Mr K Lewis


school holidays: via Birmingham council

117 pupils aged 11—15y mixed gender

115 boys 98%


5 girls 4%

Last updated: June 18, 2014

— Community Special School

Establishment type
Community Special School
Establishment #
OSGB coordinates
Easting: 398835, Northing: 272568
GPS coordinates
Latitude: 52.351, Longitude: -2.0185
Accepting pupils
11—16 years old
Census date
Jan. 16, 2014
Ofsted last inspection
July 2, 2013
Region › Const. › Ward
West Midlands › Bromsgrove › Linthurst
Town and Fringe - less sparse
Main specialism
Technology (Operational)
SEN behavioural, emotional and social development second specialism
SEN priorities
BESD - Behaviour, Emotional and Social Difficulty
MLD - Moderate Learning Difficulty
Special classes
Has Special Classes
Investor in People
Committed IiP Status
Free school meals %
Learning provider ref #

rooms to rent in Bromsgrove

Schools nearby

  1. 0.1 miles Blackwell First School B601BN (113 pupils)
  2. 0.3 miles The Uplands Community Home B601BL
  3. 1.1 mile Lickey End First School B601JG (148 pupils)
  4. 1.2 mile Lickey Grange School B601NP
  5. 1.3 mile The Mount School B610EP
  6. 1.5 mile Lickey Hills Primary School B458EU (441 pupils)
  7. 1.5 mile St Andrew's CofE First School B458NG (217 pupils)
  8. 1.8 mile Catshill First School B610JP (217 pupils)
  9. 1.8 mile Meadows First School B610AH (328 pupils)
  10. 1.8 mile North Bromsgrove High School B601BA (878 pupils)
  11. 1.8 mile Parkside Middle School B610AH (475 pupils)
  12. 1.9 mile Finstall First School B602HS (298 pupils)
  13. 1.9 mile Catshill Middle School B610JW (250 pupils)
  14. 2 miles Aston Fields Middle School B602ET (558 pupils)
  15. 2 miles Rigby Hall Day Special School B602EP (112 pupils)
  16. 2 miles Chadsgrove School B610JL (123 pupils)
  17. 2.2 miles Tardebigge CofE First School B603AH (148 pupils)
  18. 2.2 miles The Birches Pupil Referral Unit B602LB
  19. 2.4 miles Crown Meadow First School & Nursery B487TA (333 pupils)
  20. 2.4 miles Alvechurch CofE Middle School B487TA (371 pupils)
  21. 2.4 miles St John's CofE Foundation Middle School B617DH
  22. 2.4 miles Bromsgrove School B617DU (1628 pupils)
  23. 2.4 miles St John's Church of England Middle School Academy B617DH (606 pupils)
  24. 2.5 miles Sidemoor First School and Nursery B618QN (341 pupils)

List of schools in Bromsgrove

School and residential report

Hunters Hill Technology College

Spirehouse Lane, Bromsgrove, B60 1OD

Inspection dates 2–3 July 2013
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 Good 2
Leadership and management Outstanding 1
Overall effectiveness of the residential
Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school.

Outstanding leadership and management
The school makes a tremendous difference to
Outstanding teaching enables students to
Older students attain good-quality
Work-related experiences prepare students
Parents say that their children enjoy school
have resulted in excellent improvement and a
high-quality nurturing environment in which
all students flourish.
the lives of its students, providing
opportunities that help them to achieve
exceptionally well from their individual
starting points.
make better than expected progress in
English and mathematics, and in their
personal development.
accreditation, including GCSEs and Entry
Level qualifications, by the time they leave
the school at the end of Year 11.
extremely well for the world of work.
and are rightly very pleased with their
children’s education.
The school meets the national minimum
Behaviour improves rapidly as students move
An outstanding range of experiences for all
The headteacher has a very ambitious vision
The governing body makes an excellent
standards for residential special schools.
Outcomes for students in the residence are
outstanding, preparing them extremely well for
their future lives. As a result, the overall
effectiveness of the residence is outstanding.
through the school and is almost always good.
Students say they feel safe. Attendance is
rising year on year but a few students are still
persistently absent.
groups of students in subjects and topics
promote their strong spiritual, moral, social
and cultural development.
for the school. Senior leaders and managers
are very sharply focused on improving the
performance of staff through rigorous training
and checks on their work.
contribution to the school’s effectiveness and
work to raise achievement through its regular
visits to check teaching and learning.
Inspection report: Hunters Hill Technology College, 2–3 July 2013 2 of 11

Information about this inspection

  • The inspectors observed 16 lessons, many of them jointly with senior leaders. In addition, an
    inspector listened to some students read.
  • In the residence, inspectors observed students’ activities in the mornings and evenings.
  • Meetings were held, in the school and in the residence, with the headteacher, senior leaders and
    managers, the head of care, the Chair of the Governing Body, a representative from the local
    authority, teachers, support staff and many students.
  • The inspectors observed the work of the school and the residence. They looked at a number of
    documents, including the school’s evaluation of its effectiveness, school information about
    students’ progress, planning and monitoring documents, care documents, safeguarding
    information and pupils’ work.
  • The inspectors took account of the school’s own parent questionnaires as there were too few
    responses to the online survey (Parent View). They also took account of 30 responses from staff.

Inspection team

Denise Morris, Lead inspector Additional Inspector
Rowena Green Additional Inspector
Dawn Bennett Social Care Inspector
Inspection report: Hunters Hill Technology College, 2–3 July 2013 3 of 11

Full report

Information about this school

  • Hunters Hill Technology College is a special school for students with behavioural, emotional and
    social difficulties. A few students have associated learning difficulties due to long absences from
    previous schools. A minority have additional autistic spectrum disorders, Asperger’s syndrome,
    attention deficit disorders or obsessive compulsive disorder. All students have a statement of
    special educational needs.
  • The proportion of students from minority ethnic backgrounds is below the national average,
    these students are mainly of British Caribbean heritage, but none speak English as an additional
  • The proportion of students for whom the school receives the pupil premium is well above
    average. This additional government funding is provided for students who are known to be
    eligible for free school meals, are in the care of the local authority, or have a parent in the
    armed forces.
  • The vast majority of students are boys.
  • The school has on-site weekly residential provision in four different houses providing 37 beds.
    The accommodation is used flexibly and most pupils stay in the residence for only one or two
    nights a week. As a result over 60 pupils can have a short stay each week.
  • The school has close links with the local Colmers School to support reintegration, and with South
    City College and University College Birmingham to promote work-related and academic
    qualifications for older students.

What does the school need to do to improve further?

  • Improve the attendance of the small minority of students who are persistently absent by
    working closely with them and their parents.
  • Additional good practice recommendations to be considered by the residence:
    ensure that outcomes from monitoring the provision across the residences are clearly recorded
    so that there is a clear view of actions taken over time.
Inspection report: Hunters Hill Technology College, 2–3 July 2013 4 of 11

Inspection judgements

The achievement of pupils is outstanding
  • Students’ attainment on entry to the school is usually well below average for their age, often
    because of long absences from their previous mainstream schools. They soon settle and begin to
    catch up, achieving exceptionally well in all areas of learning.
  • Students make at least the progress expected of all students nationally. A high proportion make
    better than expected progress in English, in mathematics, and in their personal development. As
    a result, the proportion of students attaining good-quality qualifications is rising. Boys and girls
    make similar progress in reading, writing, communication and mathematics.
  • Students make excellent progress in their communication skills. This was clearly evident in the
    many conversations inspectors held with them. They are confident and keen to provide their
    views. They benefit from regular presentations in class and to their parents at the regular school
  • The progress of students from minority ethnic backgrounds and of those who have additional
    special educational needs is outstanding. They benefit from extra support and specific targets
    that enable them to make at least the progress expected of them.
  • Progress is good in writing. In reading, it is outstanding because of the very effective focus on
    reading regularly, both in class and in the residence. When students have read 10 books, for
    example, they receive a free book of their choice to take home and they value this incentive
    highly. As a result of this and also because of the very effective approach to teaching phonics
    (the sounds that letters make) for younger students, the development of reading skills is
    excellent. By the end of Year 7 or Year 8, many students reach the standard expected nationally
    for their age.
  • Students make outstanding progress in mathematics because they enjoy the challenges and the
    practical tasks, often working hard to solve things for themselves. Year 10 students were seen
    working very well in pairs to solve problems, sharing ideas and helping each other. Timed
    challenges in lessons help to improve students’ mental calculation skills and extend their abilities
    to think about their answers.
  • Students have many excellent experiences that develop skills that will help them in the future. In
    design and technology, for example, a group of Year 8 boys were learning how to solder two
    wires together as part of a challenge to make a solar-powered car. They benefited from high-
    quality resources as they concentrated hard to succeed with their task. In the on-site garage,
    two Year 9 boys were learning how to take wheels off a car and remove the tyres as part of
    their introduction to a motor vehicle qualification. These experiences are very well received and
    at such times, students concentrate, engage well with staff and work cooperatively.
  • Almost all students are known to be eligible for the pupil premium funding. The school makes
    sure that they all achieve equally well in English and mathematics because the extra funding is
    used very well to employ extra staff to support these students and to fund some on trips to
    ensure that they all have the same opportunities.
  • Some excellent work-related opportunities for older students prepare them very well for the next
    stage of their education. These include learning tasks that often lead them into employment. In
    recent years, all students who leave Year 11 have moved on to employment or training courses.
Inspection report: Hunters Hill Technology College, 2–3 July 2013 5 of 11
The quality of teaching is outstanding
  • Teachers across the school have excellent skills in managing students, as well as subject-specific
    expertise to ensure high levels of progress. All staff are skilled at diffusing situations rapidly so
    that seamless learning takes place. This was evident in an English lesson in Year 7, where the
    teacher was quick to intervene as he saw a situation arising, defusing it quietly so that learning
    continued and students all made the progress expected.
  • Outstanding teaching enables students to make excellent progress in their learning and their
    behaviour. Very effective questioning and the use of interactive whiteboards, charts and pictures
    all help to engage students in learning. Boys and girls respond well to the very high quality of
    support that is always available.
  • The teaching of mathematics is very successful because teachers focus on practical approaches
    that enable students to work at their own pace to solve problems. Often, teachers use games or
    everyday occurrences to stimulate discussion, such as when students in Years 7 and 8 were
    making three-dimensional shapes with cardboard in order to find out about the number of sides
    and angles each one had. The practical approaches and outstanding questioning in the lesson
    extended students’ knowledge and led to excellent understanding of the differences between
  • The quality of teachers’ assessment has improved since the last inspection, and students’ work is
    now accurately marked with very helpful comments pointing out next steps. Teaching assistants
    are used outstandingly well to promote pupils’ learning, concentration and improvement, and all
    students are clearly aware of their targets and can say what they need to do to improve their
    work further.
  • Teaching has been improved over the past few years, with high-quality training in phonics
    ensuring that the teaching of reading is accurate. As a result, younger students in particular
    quickly catch up and overcome past inadequacies, making excellent progress in reading.
    Teachers make the learning of phonics fun with games and videos so that students engage very
    well and enjoy their successes.
  • Inspirational teaching in work-related education, such as car mechanics, food technology and
    electronics, results in outstanding learning and ensures that students are very well prepared for
    their future lives.
The behaviour and safety of pupils are good
  • The school has excellent ways of managing the students’ very challenging behavioural, social
    and emotional needs so that they are able to stay in class and learn. Outstanding care and
    support, both at school and in the residence, enable them to learn how to manage their own
  • There are many examples from case studies of students who had been out of school for some
    time and those excluded or on the brink of exclusion from their mainstream schools improving
    their behaviour, social and emotional development quickly once they start at Hunters Hill. They
    quickly start to turn their lives around and there have been no permanent exclusions in the last
    three years.
Inspection report: Hunters Hill Technology College, 2–3 July 2013 6 of 11
  • During lunch with an inspector, students in Years 7 and 8 said that the school has really helped
    them to manage their behaviour because of the way they are able to earn rewards. They talked
    about being the ‘top 14 students’ in a week, the ones who have gained the most rewards so
    they are offered outings to activity centres, such as paint-balling or bowling for example. The
    students said that they all really value this and work hard to be ‘on the bus’.
  • Students said that although there is some bullying or teasing, it is quickly dealt with. They said
    that they feel very safe at school, and know how to stay safe in the community and when using
    the internet. Observations of students in the play areas showed calm and productive activities,
    and records show that behavioural incidents are decreasing rapidly.
  • Students say that they enjoy this school because staff are always on hand to support them.
    Members of the students’ council said that they are fully involved in having a say about what
    happens at school, and students generally say that they are listened to.
  • Students’ positive attitudes to school are evident in their rising attendance. Attendance has risen
    year on year since the previous inspection and is now similar to that of secondary schools
    nationally. Leaders are working closely with students and families of the few persistent
    absentees who still do not attend often enough.
The leadership and management are outstanding
  • The headteacher is passionate about improving the lives of his students. He is ably supported by
    the deputy headteacher, other senior leaders and the governors. Together, they have effectively
    built on the school’s previous good performance to further improve the quality of teaching,
    learning and behaviour over the past three years.
  • Parents agree that their children achieve outstandingly well. The strong support for families from
    the school and residential staff plays an important role in the overall wrap-around care provided
    for each student. Close links between the school and the residence have a strong effect also on
    the outstanding quality of care and support, and on students’ achievements.
  • Leaders make very effective use of the national standards for teaching when observing lessons,
    and are highly committed to developing teachers’ skills. There are many excellent examples of
    staff at all levels progressing up the pay scales because of high-quality training which has helped
    them to improve their effectiveness and seek promotion.
  • Leaders rigorously monitor teaching and learning each half-term. Together with the governing
    body they ensure that each teacher is observed regularly, and receives feedback to consolidate
    or improve their skills. Leaders are fully aware of which teachers require support, and which
    deserve promotion.
  • The school is rigorous about making sure that all staff have regular training in the management
    of behaviour. As a result, the correct approaches are used and students know what is expected
    of them. This leads to some rapid improvements in individual students’ behaviour.
  • The school is well supported by the local authority's special educational needs department,
    which has helped it in making judgements about the quality of teaching and learning and
    students’ progress. The local authority is actively involved in supporting managed placements to
    enable students to return to mainstream education when they are ready for it.
Inspection report: Hunters Hill Technology College, 2–3 July 2013 7 of 11
  • There are some excellent links with other local schools, who recognise the valuable contribution
    that Hunters Hill makes to the lives of students and to their schools. Local headteachers value
    the school’s work highly, and work in close partnership to provide students with a second
    chance. As a result, the rate of reintegration into mainstream schools is rising.
  • The range of subjects and topics has been enriched and strengthened, and provides
    outstandingly well for the needs and abilities of all groups. Successful outreach work with
    families is a key feature of the school’s success, ensuring a consistent 24-hour approach that is
    helping students and parents to manage behaviour and seek success.
  • Very effective spiritual, moral, social and cultural development is evident through the many
    visits, trips and expeditions to various countries around the world. Recent involvement in the
    Three Peaks Challenge, for example, shows how the school inspires aspiration in its students by
    enabling them to become involved in fundraising activities.
  • Leaders successfully eliminate discrimination through their very effective policies and
    procedures, which make sure that all students have an equal opportunity to enjoy all the
    experiences on offer.
  • Safeguarding procedures fully meet requirements.
  • The governance of the school:

The governing body is very supportive and provides excellent challenge to the school.

Governors are fully involved in checks on teaching, learning and behaviour, and fully
understand data so they are able to check how well students are doing. Governors make an
excellent contribution to the school’s overall effectiveness. Their rigorous monitoring has
helped teaching and achievement to improve, and they have the capacity to take the school
forward. They have a wide range of skills that they use for the benefit of the school. Regular
involvement in evaluating the school’s performance means that governors are fully aware of
how well students are doing and how effective the teaching is. They have a clear
understanding of the continuing need to do even more to improve attendance. Governors

manage the school’s finances very well and make sure that money allocated for students

eligible for pupil premium funding is focused on enhancing their experiences and their
achievements, so their learning is at least as good as that of their classmates. Governors make

sure that the best teachers and staff are rewarded appropriately.

Outcomes for residential pupils are outstanding
Quality of residential provision and care is outstanding
Residential pupils’ safety is outstanding
Leadership and management of the
residential provision
are outstanding
  • The school provides a specialist service that supports individuals to achieve excellent outcomes.
    Young people make outstanding personal progress, developing effective social skills, building
    emotional resilience and a wide range of independence skills. They become active and valued
    members of the school community and develop skills that support them to successfully move on
    in their adult lives.
  • Very close links between the residence and the school ensure that students feel safe and always
    have someone to go to if they have any concerns. Staff in the residence rigorously support
    students with homework, and there is a dedicated reading time every day in each of the
    residential houses. Several staff work in the residence and the school, ensuring that students are
    well known and that there is a clear view of the whole child.
Inspection report: Hunters Hill Technology College, 2–3 July 2013 8 of 11
  • All students, including day students, start their school day in one of the residences. Each student
    is linked to a residence so that they can go there for breakfast, for support, to prepare
    themselves for school or to meet their friends. This ensures that that there is a calm start to
  • The quality of residential provision and care is outstanding. The school promotes a positive ethos
    that fully embraces diversity and difference, valuing the individual. Young people receive a
    service which is tailored to meet their personal needs.
  • All staff have excellent knowledge of the young people in their care and make sure that their
    needs are fully met. Staff work proactively with parents and other professionals to ensure a high
    quality service where the ethos is centred around meeting the individual needs and aspirations
    of each individual student.
  • The systems in place to safeguard young people are robust. Students are safe, happy and feel
    respected by staff and one another. Staff are professional and well informed, and they make
    sure that students’ safety is a priority at all times. Partnership work is effective and well
    established with parents and external professional and agencies.
  • The school’s management team and governors have excellent insight into the operation of the
    service and ensure proper scrutiny of all aspects of residential care. Any shortfall in these areas
    is identified and addressed.

Leadership of the residence is outstanding, ensuring that young people have a high-quality

experience. Residential leaders have rightly introduced rigorous new checking systems to
improve the quality of provision. Despite some outstanding practical aspects of current provision,
which result in excellent outcomes for young people, information from monitoring procedures is
not securely recorded. This has an effect on leaders’ ability to show improvements in provision

over time.

Inspection report: Hunters Hill Technology College, 2–3 July 2013 9 of 11

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.

Boarding/Residential provision

Grade Judgement Description
Grade 1 Outstanding A school which provides an exceptional quality of care and
significantly exceeds minimum requirements.
Grade 2 Good A school which provides a high quality of care that exceeds
minimum requirements.
Grade 3 Adequate A school which meets minimum requirements but needs to
improve the quality of care it provides.
Grade 4 Inadequate A school where minimum requirements are not met and the quality
of care has serious weaknesses.
Inspection report: Hunters Hill Technology College, 2–3 July 2013 10 of 11

School details

Unique reference number 103609
Social care unique reference number SC043050
Local authority Birmingham
Inspection number 400632

This inspection of the school was carried out under section 5 of the Education Act 2005.
The inspection of residential provision was carried out under the Children Act 1989, as amended by
the Care Standards Act 2000, having regard to the national minimum standards for residential
special schools.

Type of school Special
School category Community
Age range of pupils 11–16
Gender of pupils Mixed
Number of pupils on the school roll 120
Number of boarders on roll 36
Appropriate authority The governing body
Chair Peter Field
Headteacher Ken Lewis
Date of previous school inspection 23–24 March 2010
Telephone number 0121 445 1320
Fax number N/A
Email address reveal email: enqu…


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