Maple Hayes Hall School

What Ofsted said

From the inspection on 8 October 2024

Maple Hayes Hall School makes a significant difference to the lives of pupils who have previously struggled to learn in the past. The school has high expectations of all pupils. This starts with their highly successful approach to teaching literacy. Pupils who attend this school quickly grow in confidence. For the first time, many pupils quickly succeed in learning to read and write, and they begin to have ambitions for the future and determination to succeed. Parents and carers say that this school has changed their children's lives and the lives of their families because their children want to go to school and are no longer frustrated. Pupils develop their independence and resilience through the trips that the school organises. For example, they enjoy the reward trips to a local climbing centre and the overnight stays at an activity centre. The relationships between staff and pupils is exceptionally positive. Pupils respect each other and the staff. As a result, pupils love coming to this school. Pupils say everyone follows the school rules and this means the classes are quiet. This helps them to concentrate and learn more. Behaviour in this school is a strength.

What the school should improve

• The school does not rigorously check and monitor some aspects of its work, including some health and safety checks, and the implementation of some risk assessments. This means that the school does not always have the information it needs to prioritise their decisions. The school should decide how it will ensure that all checks are completed in a timely way and how it ensures that it takes swift action to resolve any actions that may arise.
• The school has not ensured that the impact of the curriculum is consistently checked. This means it is difficult to gain an accurate view of what is going well, what needs further improvement and what continued professional development the staff may need. The school should provide subject leaders with the skills and time to enable them to monitor, report and plan development opportunities for their subject areas.
• The school has not yet decided how it will assess the pupils progress against the curriculum. This means that teachers do not always have a clear picture of what pupils know and can do. The school should establish an agreed assessment process for monitoring how well pupils are learning the intended curriculum and use this to inform its decisions.

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