Hallmoor School Closed


Name Hallmoor School Closed
Ofsted Inspection Rating Inadequate
Inspection Date 29 January 2015
Address 50 Scholars Gate, Kitts Green, Birmingham, West Midlands, B33 0DL
Phone Number 01217833972
Type Special
Age Range 4-19
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 228 (68% boys 32% girls)
Percentage Free School Meals 50.7%
Percentage English is Not First Language 44.2%

Information about this school

Since the last inspection, one of the school’s sites has closed and all pupils are taught in one building. A new school is under construction and is due for completion in July 2015. Although the school admits pupils of all ages, there are usually very few in the early years. Almost all pupils stay on in the sixth form. All pupils have a statement of special educational needs. Pupils’ needs include moderate and severe learning difficulties, autism, and behavioural, emotional and social difficulties. Some pupils have additional medical needs, including mental health needs. The school receives additional funding from the government, known as the pupil premium, to support the education of disadvantaged pupils. Around half of the pupils are supported in this way; this is a much greater proportion than is typical nationally. About a quarter of the pupils are of White British heritage. The other three quarters come from a wide range of minority ethnic backgrounds, reflecting the diverse population of Birmingham. Around a quarter of sixth form students attend a course at South Birmingham College, accompanied by a member of staff from the school, for one day a week. The school also employs specialist tutors to teach a range of vocational courses in-house.

Summary of key findings for parents and pupils

This is a school that requires special measures. Safeguarding requirements are not met. The school’s record of the checks they have made on adults working in the school is not good enough. Child protection records are not detailed enough. Sometimes referrals to child protection agencies are not made quickly enough or at all. The school does not record incidents of physical intervention well enough or analyse them to see why issues are occurring. Younger pupils are too often physically led from one place to another unnecessarily. The curriculum for sex and relationships education is not good enough to help pupils to know how to keep themselves safe. Too many pupils have low attendance. Too few pupils make the progress they should, including in reading, writing and mathematics. In particular, pupils with more complex needs make inadequate progress. This is because teaching is not planned properly to help them to make progress over time. Teachers’ expectations of the progress that pupils should make are often too low. They do not use assessment information well enough to set challenging targets or plan lessons. Teaching assistants sometimes do not support learning well and resources are not always appropriate. The sixth form is inadequate because too many courses are pitched at too low a level to allow students to make progress. Senior leaders do not have an accurate understanding of the progress that pupils make or the weaknesses in teaching. They are not analytical enough about the school’s work and have not been self-critical. Senior leaders have not been held to account for the impact of their work. Governors are not aware of the weaknesses in the school. They have not challenged decisions made about teachers’ pay rises. The school has the following strengths The new headteacher has very quickly recognised all the main weaknesses in the school and has rapidly started to tackle them. Pupils work hard and get on well with each other and with staff. Sixth form students have mature attitudes and are supportive of each other. Staff have positive views about working in the school.