|Ofsted Inspection Rating||Good|
|Address||Fellows Lane, Harborne, Birmingham, B17 9TS|
|Religious Character||Does Not Apply|
|Number of Pupils||146 (87.7% boys 12.3% girls)|
|Percentage Free School Meals||41.6%|
|Percentage English is Not First Language||11.5%|
|Pupils with SEN Support||0%|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (06 February 2013)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The majority of students attend the school from across Birmingham with some from adjoining local authorities. All students have a statement of special educational needs for autistic spectrum disorder. Most have additional difficulties including moderate or severe learning difficulties or mental health difficulties, including difficulties in managing their own behaviour. A larger proportion of students than average are known to be eligible for the pupil premium. This is additional government funding for certain groups of pupils, including those known to be eligible for free school meals and those who are looked after. A very small proportion of students are girls and a larger proportion than average are from minority ethnic backgrounds. Not all students start at the school in Year 7 and a few who have been admitted recently have been out of education for up to a year. Just over one third of students in the sixth form spend part of their week following courses at Bourneville College. Sixteen students use the school’s residential provision on week days during the school terms. Each boarder has a personalised package of time and support in the residential provision. The school has achieved a number of awards including awards for safeguarding and the Eco Schools award.
Summary of key findings for parents and pupils
This is a good school. Students make good progress in all subjects. Some make excellent progress, especially in developing social communication, mathematics and science skills. Teaching is usually good. In some lessons it is outstanding because work is very well adapted to suit each individual, and the atmosphere is calm so students can concentrate and learn. Both day and residential staff have excellent, respectful relationships with students. This is because they are well informed and understand the students’ individual needs. The sixth form is good. Students make good progress and have plenty of opportunity to practise their skills in a variety of situations, including in the community. Students behave well. They receive excellent personalised support which helps them learn to behave in socially acceptable ways and to manage their own emotions positively. The leaders and governing body have a good understanding of the school’s strengths and areas for development. They have made sure that teaching and achievement continue to improve, particularly as new staff are appointed. Learning is supported very well by the residential staff. As a result, boarding students become much more independent. The school meets the national minimum standards for residential special schools. It is not yet an outstanding school because : Not all teachers provide enough opportunities for students to develop and improve their reading and writing skills. In some lessons, students are given work that is too easy or too hard. Leaders and governors do not always check whether students in the sixth form are making as much progress as possible. As a result, some of the courses they follow are not demanding enough.