Holly Grove School

Name Holly Grove School
Ofsted Inspection Rating Outstanding
Inspection Date 07 May 2014
Address Burnley Campus, Barden Lane, Burnley, Lancashire, BB10 1JD
Phone Number 01282682278
Type Special
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 113 (84% boys 16% girls)
Local Authority Lancashire
Percentage Free School Meals 44.2%
Percentage English is Not First Language 30.1%
Persisitent Absence 32.7%
Pupils with SEN Support 0%
Catchment Area Information Available No
Last Distance Offered Information Available No

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.