Hazel Oak School

Overview

This ungraded inspection found that aspects of the school’s work “may not be as strong as at the time of the previous inspection,” triggering a future graded inspection. Despite recent instability, the school remains “welcoming” with positive staff-pupil relationships, though curriculum delivery is uneven across different learning pathways.

Strengths

• Pupils feel safe and are “confident to talk to adults if they have a concern,” with concerns resolved quickly.
• Staff receive “regular and high-quality training” and identify pupil needs accurately to inspire engagement.
• Phonics is delivered effectively, with staff supporting pupils in applying skills to reading and writing.
• Secondary pathways are “well sequenced,” helping pupils gain knowledge and skills for “meaningful employment or further education.”
• Governors provide “effective and consistent support and challenge,” while leaders consider staff workload and well-being.

Areas to improve

• The curriculum lacks clearly identified “essential component knowledge and skills” in some areas, preventing pupils from building knowledge over time.
• Learning activities do not always “build effectively on what pupils know and can do,” limiting progress.
• Communication systems for pupils with complex needs are not “securely embedded,” meaning some pupils lack a consistent “voice” in school.

Safeguarding

The report states that “the arrangements for safeguarding are effective.”