Hollis Academy

What Ofsted said

From the inspection on 9 June 2026

At Hollis Academy, pupils feel safe. Pupils and staff share strong relationships, which are built on trust and respect. Pupils, all of whom have special educational needs and/or disabilities, appreciate the time staff have for them. Pupils feel listened to and feel that their voices are heard. Staff take time at the start of each day to check how pupils are feeling. They use this information to provide support as needed. This can, for example, include addressing uniform concerns, ensuring pupils have had breakfast or encouraging a movement break following the journey to school. Pupils attend school more regularly than was previously the case. Those who have previously been out of education receive effective support to help them re-engage in learning. This includes, where appropriate, home tuition and the use of alternative provision. In lessons, pupils generally engage well with activities. Pupils have access to a range of qualifications to recognise their skills. By the end of key stage 4, many achieve certificated qualifications in mathematics and English. These qualifications help pupils to open doors to the next stage of education, employment or training. Pupils are proud to show off their work. In each lesson, pupils are encouraged to reflect on their participation. This helps pupils to understand what is expected of them, as well as enabling them to share their achievements. At social times, pupils can choose to participate in a range of activities alongside peers and staff. This includes trampolining in the sports hall, access to the games room or spending time outside by the pond or playing football. Pupils value the school's enrichment activities, including off-site visits and outdoor experiences. They recognise how these help to improve their social skills and develop their confidence. Older pupils appreciate the opportunities provided for them to develop skills for adult life, such as maintaining a car and learning to manage money. Pupils typically show respect to one another. They know that bullying is not accepted and trust staff to respond quickly and effectively if it does occur. Offensive language is not tolerated. Pupils know staff will consistently challenge this if it is heard. When pupils experience strong emotions or stress, they receive compassion and understanding from staff, who support them to become calm.

What the school should improve

• Leaders should accelerate their work to draw together their strands of monitoring, so that they are better placed to adjust provision systematically and skilfully for pupils.
• Leaders should ensure professional learning is precisely matched to the priorities for whole school improvement, so that highly effective teaching is embedded across subjects and year groups.
• Leaders should continue to rapidly improve attendance, so that all pupils benefit from everything the school offers, achieving consistently well across the curriculum.

Read the full Ofsted report (opens in a new tab)