|Ofsted Inspection Rating||Good|
|Inspection Date||22 April 2015|
|Address||Feldon Lane, Halesowen, West Midlands, B62 9DR|
|Religious Character||Does Not Apply|
|Number of Pupils||133|
|Percentage Free School Meals||40.6%|
|Percentage English is Not First Language||14.3%|
|Pupils with SEN Support||0.8%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
|Last Distance Offered Information Available||No|
Information about this school
This special school provides for pupils with a range of learning difficulties. The majority have moderate learning difficulties and nearly one quarter of the pupils have speech, language and communication difficulties. Others have autistic spectrum disorders. All pupils have a statement of special educational needs. Pupils are predominantly from a White British background, but others are from a variety of minority ethnic backgrounds. The proportion of disadvantaged pupils eligible for the pupil premium is well above average. The pupil premium is additional funding for those pupils known to be eligible for free school meals and those who are looked after. The school does not use any alternative providers. The school was part of a Trust arrangement with another school, but this is now no longer the case. The school is in the process of recruiting a new headteacher for September 2015.
Summary of key findings for parents and pupils
This is a good school. Halesbury School is an improving school. It has made good improvements since the last inspection. Leaders and governors have ensured that teaching and pupils’ achievement are good. Pupils make good progress in English, mathematics and in developing their communication and independence skills. Good teaching, particularly through the careful and consistent tracking of pupils’ progress, enables pupils to achieve well. Staff provide good additional support, where needed, to help struggling pupils to make up lost ground. Regular scrutiny of pupils’ work and checks on the quality of teaching by senior leaders have been key to the improvement of teaching and pupils’ achievement. Parents are passionate and proud of the school. They appreciate the very effective way the school works with them to help children further develop their skills, including communication and writing. The school is developing its expertise well in teaching children with autism and is pursuing national accreditation to validate its work. The behaviour and safety of pupils are good. Pupils enjoy attending school. They are polite, welcoming and enthusiastic learners. Pupils’ spiritual, moral, social and cultural development is promoted well. This contributes to the positive learning and good levels of enjoyment experienced by pupils. This is brought about through effective leadership of senior leaders and governors. It is not yet an outstanding school because : The accommodation limits some aspects of pupils’ achievements. The lack of specialist facilities for physical education does not enable pupils to develop their skills in an appropriate setting. Some classrooms are too small for the number, size and increasing complexities of pupils’ needs. The school’s website does not contain all the required information. Pupils do not have extensive enough opportunities to prepare for adult life through work experience, vocational courses and college placements. Inconsistencies in teaching have led to dips in pupils’ progress in some year groups.