|Name||Holly Grove School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||07 May 2014|
|Address||Burnley Campus, Barden Lane, Burnley, Lancashire, BB10 1JD|
|Religious Character||Does Not Apply|
|Number of Pupils||113 (83% boys 17% girls)|
|Percentage Free School Meals||42.3%|
|Percentage English is Not First Language||30.1%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
Information about this school
This is a small school which provides for pupils with a wide range of disabilities and special educational needs. All pupils have a statement of special educational needs. The large majority of pupils have severe or profound and multiple learning difficulties, which in particular affect their physical abilities, speech, language and communication. There are also a small number of pupils with moderate learning difficulties. Many pupils have additional health complications. In addition to learning difficulties, a significant minority have differing degrees of autism. The proportion of pupils of minority ethnic heritage is well above average as is the proportion learning to speak English. The proportion of pupils supported through the pupil premium is well above average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and those children who are looked after by the local authority. The school is co-located with a mainstream primary school, a nursery and children’s centre and a sixth form college.
Summary of key findings for parents and pupils
This is an outstanding school. The school’s excellent conditions for learning ensure that, over time, all pupils make the progress expected and a high proportion of pupils make progress well beyond what is expected. The outstanding progress made by pupils in their personal development, physical development, and in increasing their capacity for independence underpins the substantial gains they make in lessons. These gains, and those in reading, writing and mathematics, prepare pupils extremely well in their eventual move to secondary school. Teachers, their assistants, and the therapists working alongside them, know pupils and their particular needs extremely well. They are a highly developed team with a sharp focus on meeting pupils’ needs and helping them learn and make progress. Assessments are exceptionally thorough and used very effectively to plan pupils’ work and their support. The school gives parents very good support. It keeps them up to date about their children’s progress and shows how parents can help their children learn at home. Pupils’ behaviour is outstanding. They thoroughly enjoy school life which they find exciting, and are enthusiastic about their activities, interactions and relationships. Their attitudes to learning are extremely positive and they understand what is required of them in lessons in order to learn effectively. The arrangements for keeping pupils safe are outstanding. Pupils treat each other with respect and stay safe. The headteacher and deputy headteacher provide very effective senior leadership. They set high expectations, encourage ambition and are a source of inspiration for staff in driving continuous improvement. Pupils’ work and activities are exceptionally well adapted and resourced to meet their different needs. The curriculum is planned to challenge pupils as well as create enjoyment and extend their interests. Leaders and governors keep close checks on pupils’ achievement and on the quality of teaching and are robust in tackling any shortcomings they find. They are restricted in gaining a detailed understanding of pupils’ progress in reading and writing, because the school does not provide precise information about which pupils make expected, or more than expected, progress in reading and writing.