Old Hall School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Old Hall School achieve exceptionally well, starting from the early years. The school accurately understands pupils' barriers to learning. There are no limits placed to what pupils can achieve here.

As a result, pupils are very well prepared for their next stages in education and development.

Staff have high expectations for all pupils. The curriculum has been carefully developed for pupils to meet these high expectations successfully.

The school places high priority on developing pupils' communication and interaction. This is central to the school's curriculum. Pupils use different strategies to communicate their thoughts, feelings and subject know...ledge effectively.

This provides pupils with valuable skills for their future lives.

The support for pupils' behavioural needs is excellent. The school has developed the holistic intervention programme.

This helps pupils who may need additional support for their behaviour. This is a highly effective and inclusive intervention. Consequently, pupils display positive and calm behaviours.

Pupils' mental health and well-being are supported exceptionally well. Pupils are taught how to understand their feelings. They know what strategies will help them to manage their emotions.

Pupils share their worries around the 'tell me tree'. Pupils can name trusted adults. As a result, pupils are happy and safe at Old Hall School.

What does the school do well and what does it need to do better?

The curriculum is highly ambitious for all pupils. All curriculum areas are accurately planned to meet the specific needs of pupils with special educational needs and/or disabilities (SEND). For example, in physical development, pupils' postural management and care are well embedded within this curriculum area.

Pupils learn key knowledge and skills in a clear and logical way. There is a strong focus on subject-specific vocabulary, in addition to functional key words to help pupils to communicate. Pupils learn across different learning pathways.

This helps pupils to learn alongside others with similar needs. The curriculum is embedded and secure across all learning pathways. Pupils' individual next steps in learning are shared and understood by all staff.

As a result, pupils build their knowledge and skills exceptionally well.

The school understand how pupils' needs can change over time. Staff are highly skilled in identifying these changes early on.

Systems for assessing and reviewing pupils' needs are highly effective. There is a strong partnership between school, parents, carers and external agencies. The school uses the expertise of other professionals, such as speech and language therapists, occupational therapists, nurses and educational psychologists.

This ensures that pupils' needs are met accurately and quickly.

Reading is highly prioritised across the school. Pupils love to read and listen to stories.

There is a wide range of high-quality texts. The school has developed a bespoke reading system for pupils at the very early stages of reading and communication. This supports pupils' attention, interaction and engagement.

Pupils then move on to a structured phonics programme. Consequently, many pupils can read key texts independently and accurately by the time they move on to secondary school.

Pupils' attitudes to learning are impressive.

Pupils are motivated to learn and to show visitors what they can do. The environment in class and across school is calm and orderly. Pastoral support is adapted for individual pupils' needs.

Relationships across school are rooted in respect. Staff treat all pupils with great care and dignity. Pupils arrive at school in the morning with excitement.

Leaders and governors successfully prioritise attendance.

High expectations are set from the very start in the early years. Careful transitions into school begin early on, prior to children starting.

This means that adults have a secure understanding of children's needs. Routines and behaviours are established quickly and children respond extremely well. Staff are well trained to support children's communication and language needs.

In lessons, children demonstrate sustained attention, anticipation and engagement in their learning. Furthermore, the knowledge and skills children learn in the early years prepare them well for their next stages into year 1.

The curriculum to support pupils' personal development is exceptional.

The school has carefully considered pupils' preparation for adulthood, starting from the earliest years. This includes feeding and drinking, making choices and exposure to the world of work through a careers week. Pupils have an impressive range of wider opportunities, including forest schools, planetariums and performing in front of parents.

There are many opportunities for all pupils to engage in lunchtime activities, such as science and sensory development clubs. Pupils learn about different faiths and cultures that make up Great Britain. They engage in charitable work outside of school.

Pupils' talents and interests are well considered. All this supports pupils' character development exceptionally well.

The school is highly regarded by the local community and by the local authority.

The school shares expert knowledge and practices with other professionals across the authority. Leaders and governors are committed to supporting pupils with the most complex needs and their families across Walsall. Staff are rightly proud to work at the school.

All staff demonstrate the school's core values of positivity, opportunity, inclusiveness, kindness and togetherness at all times. These are embedded in every part of school life.

Safeguarding

The arrangements for safeguarding are effective.