|Name||Fox Hollies School and Performing Arts College|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||23 September 2014|
|Address||Highbury Community Campus, Queensbridge Road, Moseley, Birmingham, West Midlands, B13 8QB|
|Religious Character||Does Not Apply|
|Number of Pupils||102 (69% boys 31% girls)|
|Percentage Free School Meals||46%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
Information about this school
Fox Hollies is a school for students with severe or profound learning difficulties. A large and increasing minority also have autistic spectrum disorders, while many others have additional complex learning needs. The headteacher is a National Leader for Education and the school is a National Support School. A range of training and support is provided to other schools in the local authority area and more widely. There is a wide ethnic mix that reflects the composition of the local community and the number who speak English as an additional language is above average. The proportion of students who receive the pupil premium (additional government funding for students who are known to qualify for free school meals or who are in the care of the local authority) is well above that found nationally. Every pupil is in receipt of a statement of special educational needs. The school was designated as a specialist college for the performing arts and this remains a prominent feature of school life. It has been in receipt of the Artsmark Gold award continually since 2001 while in 2005 it gained Leading Edge specialism for its work in inclusion.
Summary of key findings for parents and pupils
This is an outstanding school. Extremely strong and effective leadership at all levels ensures that staff and students are supported to do their very best in the pursuit of excellence. Governors provide very effective support and challenge because they are very well informed and are frequently involved in the everyday life of the school. There is a wide range of ability among the students but all of them are extremely well supported to make extremely good progress from their individual starting points. This applies equally strongly to the learning of core skills in English and mathematics as to the pursuit of excellence in the wider curriculum. Nowhere is this more strongly seen than in opportunities in the performing arts. High numbers of students participate in a wide range of artistic and creative activities. The very positive spiritual, moral, social and cultural elements of school life add hugely to the learning experience and enjoyment that students gain. Teachers plan lessons in great detail in order to ensure that the needs of every pupil are addressed. They then work in extremely close partnership with their teaching assistants to ensure that lessons help students to do their very best and make strong progress. Post-16 students are extremely well prepared for their next steps, with an increasing focus on life and independence skills. They are very well supported in the transition to college and planning is underway to develop study programmes for learners between 14-25 years of age. Behaviour is generally excellent. Some students have very challenging behaviour which is managed very carefully so it does not detract from wider teaching and learning. In the Parent View survey 100% of responses said that their child enjoyed school, is safe, well taught and makes good progress. This in a school that, they say, ensures good behaviour, deals effectively with bullying and is well led and managed. They would all recommend the school to another parent. The students themselves say they feel extremely safe. If they have any concerns, or there has been any sort of incident, they say that they tell an adult and it is dealt with immediately. Staff are encouraged to develop their expertise and to take responsibilities for elements of school life. Excellent professional development has seen the quality of teaching improve since the last inspection. The much improved quality of information on students achievement and progress is also supporting school improvement from an already high starting point.