Holmwood School

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About Holmwood School

Name Holmwood School
Website http://www.holmwoodschool.org.uk
Ofsted Inspections
Headteacher Mr Dennis Ley
Address Saltersgill Avenue, Easterside, Middlesbrough, TS4 3PT
Phone Number 01642819157
Phase Special
Type Community special school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 94
Local Authority Middlesbrough
Highlights from Latest Inspection


Holmwood School continues to be a good school. There is enough evidence of improved performance to suggest that the school could be judged outstanding if we were to carry out a graded (section 5) inspection now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

School leaders have ensured that Holmwood School is a place where pupils are well taught and well supported. Leaders have high expectations for what pupils can achieve. Pupils experience a high-quality curriculum with reading at its heart.

Pupils' personal development is a strength of the school. Pupils are well prepared for their next steps. Parents and carers that spoke to ins...pectors speak highly of the school's work.

There is a high staff presence around the school. Staff are continually on hand to support and reassure pupils. Pupils' behaviour is exceptional.

The school is calm. This ensures pupils can learn in a climate without disruption. All pupils have special educational needs and/or disabilities (SEND).

Staff are highly attentive to their needs and ensure that all pupils benefit from high-quality provision.

Leaders, staff and pupils create a positive environment in which bullying is not tolerated. If bullying does occur, it is swiftly and effectively resolved.

Pupils' attendance at school is high as they are happy to be at Holmwood School.

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

Leaders and staff are ambitious for pupils. They provide pupils with highly effective education and care.

The school is very well led and managed. Leaders are well supported by the newly formed governing body. Senior leaders have a clear presence around school and lead on many aspects of the school's work.

Leaders have prioritised reading and the teaching of phonics. Leaders have high expectations for all pupils to be able to read. All staff, including non-teaching staff, have received phonics training.

Leaders ensure that the teaching of reading has enough time and emphasis each day. Opportunities for extra support are organised if gaps in pupils' reading arise. Teachers read aloud to pupils in confident and expressive ways.

This helps pupils to enjoy reading. Teachers use questions well to encourage pupils to talk about what they have read. Reading areas around the school are attractive and well used.

Pupils value books and they care for them well.

Teachers adapt the curriculum effectively to meet the needs of pupils with SEND. Teachers make sure that pupils experience an ambitious range of knowledge and skills.

Pupils are taught well by knowledgeable staff. Pupils' work is of high quality and their work develops well as they progress through the school. This means pupils are very well prepared for their next steps in life or education.

Leaders ensure pupils' personal development is of high quality. It is threaded through the school's curriculum and extends into all aspects of school life. Pupils experience a range of learning opportunities that support their personal development.

These include sporting, cultural and therapeutic activities. Leaders continually review these activities to check that they meet pupils' needs. Pupils access their physical education entitlement and participate in additional yoga lessons.

To improve their swimming skills, pupils in key stage 2 have two weeks of daily swimming lessons during the summer term.

Pupils' personal, social, health and economic education covers a wide range of issues. Pupils could describe how to keep themselves safe online.

They could also talk about how to avoid the risks they face in the community. They learn how to keep themselves physically and mentally healthy.

Staff are well trained.

They access effective professional development that helps to improve their practice. Leaders provide staff with the resources to effectively do their jobs. Staff are helped to manage their workload.

Early career teachers feel particularly well supported. If things get difficult, staff know there are staff available to support their well-being.


The arrangements for safeguarding are effective.

School leaders ensure safeguarding is prioritised. Staff know their responsibilities to ensure pupils are kept safe. They understand the risks that pupils face in the community.

Staff know how to report concerns about pupils' safety and receive regular safeguarding updates. They are trained to identify and report safeguarding matters promptly. There is a high ratio of staff to pupils.

This ensures pupils are kept safe and are well supervised during the school day.

Pupils feel safe and are well supported by adults in the school.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in November 2012.

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