Kirkleatham Hall School
Catchment Area, Reviews and Key Information

Primary & Secondary
Post 16
Special school
2 - 19
Community special school

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports

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Happiness Rating

Ofsted Parent View

Pupil/Teacher ratio
Persistent Absence
Pupils first language
not English
Free school meals
Pupils with SEN support
Kirkleatham Village
TS10 4QR

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Changes to accommodate the increase in the numbers of pupils joining the school, and the more complex needs and medical conditions that pupils have, have been well managed by leaders, governors and staff. Many new staff have been appointed, including those who are leading the development of communication across the school, and others who are developing the well-being of pupils and supporting greater liaison between school and families. Despite the challenges that these changes have posed, you have maintained highly effective support for pupils’ personal development, welfare and behaviour. The school is held in high regard by parents and carers and pupils. Parents said that they like the welcoming and nurturing atmosphere in the school and pupils told us that Kirkleatham Hall is a friendly school. Both parents and pupils value the staff. Pupils said, ‘The teachers are the best thing about the school.’ Parents told us that you, your deputies and staff are always available, and are out every morning to meet them and greet their children as they arrive at school. They said, ‘Nothing is too much trouble for staff’ and ‘Communication between home and school is good.’ Staff spoke positively about your leadership and management of the school. Those who responded to the Ofsted survey enjoy their work and are proud to be at the school. At the last inspection, you were asked to ensure that strong practice in teaching was shared across the school, in order to accelerate pupils’ learning and progress. You are working to do this. We found much to celebrate in the quality of teaching as a result of your close monitoring of the work taking place across the school. However, you and your leadership team acknowledge that there is more to do to develop teaching and to strengthen assessment practice and the setting of pupils’ targets. You were also asked to make sure that progress data was understood and used well by all staff. Information discussed during the inspection showed that you and your leadership team are using data and information to inform decision-making. For example, a key appointment of a communication leader has helped teachers to develop their skills further and to meet the needs of pupils joining the school with little or no communication. The school’s assessments of pupils show that almost all meet their targets or make rapid progress in this key area of development. Attendance is sharply and actively monitored. Your use of data in this context helps to inform a range of strategies and targeted support to reduce persistent absence. However, the school does not use data and information as well as it could to track the progress of disadvantaged pupils, or those who are the most able in the school. Establishing a consistent approach to assessment across the four phases of early years, primary, secondary and further education remains challenging. The latter phase includes pupils from Year 11 to Year 14. Your plans to ensure that teachers work together to ease pupils’ transition from one class to another are well founded and are beginning to be responded to. Safeguarding is effective. Leaders and governors have ensured that all safeguarding arrangements are fit for purpose and rightly prioritise this aspect of their role. All staff undergo thorough checks as part of the safer recruitment and vetting process. The school’s single central record of pre-employment checks meets statutory requirements. Staff, including those who are new to the school, describe a comprehensive approach to training and induction to school safeguarding procedures. Since the previous inspection, the support provided to vulnerable children and those in need has been strengthened further. A team of five staff, all trained as designated safeguarding leads, provide detailed knowledge and specific support in the early years, primary, secondary and post-16 phases of the school. The appointment of a family and student well-being lead also provides a useful link between school and home for parents and families who need additional support. Pupils are well supervised from the moment they arrive in the morning until leaving at the end of the day. The site is secure and pupils say that they feel safe. There is nowhere that they feel unsafe at school. Regular routines contribute to them feeling secure and confident. Every pupil has a trusted adult to whom they can take worries, and they will be listened to. The curriculum supports work on keeping safe, and pupils are sensitively supported with guidance and advice. For example, a focus on relationships and what to do if actions or attention are unwanted is helping them develop into confident young people. Pupils are supported to be aware of risks, particularly when using mobile phones and social media. The school and parents have worked well together to help pupils learn to be careful about giving out information. This has been done in a way that has not increased their worries.

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