Hollybank School
- Hollybank School
Roe Head
Far Common Road
Mirfield
West Yorkshire
WF14 0DQ - Head: Mrs Ailsa Moore
- T 01924 490833
- F 01924 491464
- E [email protected]
- W www.hollybanktrust.com
- A special independent school for boys and girls aged from 2 to 19. Type of SEN provision: MLD - Moderate Learning Difficulty; PD - Physical Disability; PMLD - Profound and Multiple Learning Difficulty; SLCN - Speech, Language and Communication; SLD - Severe Learning Difficulty.
- Boarding: Yes
- Local authority: Kirklees
- Pupils: 14
- Religion: Does not apply
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Outstanding 1
- Outcomes for children and learners Outstanding 1
- Quality of teaching, learning and assessment Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 22nd October 2014
- Previous Ofsted grade: Good on 14th June 2012
- Ofsted report: View the Ofsted report
What the school says...
Holly Bank School is registered with the DfES for 38 weeks, as well as being registered as a children's home by CSCI for 52 weeks. We offer a broad and balanced curriculum which is both sensory and developmental and incorporates the National Curriculum. Work in our Post-16 department is based on realistic essential skills which equip young people for their lives in the community. Where appropriate courses are accredited through 'ALL'. We have regular links with other schools, colleges and community groups.
There is an interdisciplinary approach which includes speech and language therapy, physiotherapy, O.T. nursing, education, I.T. and care. All students have their own individual programme. Staffing levels are high, full police checks are carried out and great emphasis is placed on training and development.
We are in a beautiful semi-rural location, with nearby access to the M1 and M62. Our first class facilities also include overnight accommodation for parents. We provide a homely environment within a safe and secure setting. There are opportunities for our leavers to move on to supported independence housing within the Trust. ...Read more
What the parents say...
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Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
Holly Bank School is registered with the DCSF for 38 weeks, as well as being registered as a Children's Home by the NCSC for 52 weeks. We offer a broad and balanced curriculum which is both sensory and developmental and incorporates the National Curriculum. Work in our Post-16 department is based on realistic essential skills which equip young people for their lives in the community. Where appropriate courses are accredited through 'ALL'. We have regular links with other schools, colleges and community groups. There is an interdisciplinary approach which include speech and language therapy, physiotherapy, OT, nursing, education, ICT and care. All students have their own individual programme. Staffing levels are high, full police checks are carried out and great emphasis is placed on training and development. We are in a beautiful semi-rural location with nearby access to the M1 and M62. Our first class facilities also include overnight accommodation for parents. We provide a homely environment within a safe and secure setting. There are opportunities for our leavers to move on to supported independence housing within the Trust.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | |
| Aspergers | |
| Attention Deficit Hyperactivity Disorders | |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | |
| Dysgraphia | |
| Dyslexia | |
| Dyspraxia | |
| English as an additional language (EAL) | |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | |
| Hospital School | |
| Mental health | |
| MLD - Moderate Learning Difficulty | Y |
| MSI - Multi-Sensory Impairment | |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | |
| Other SpLD - Specific Learning Difficulty | |
| PD - Physical Disability | Y |
| PMLD - Profound and Multiple Learning Difficulty | Y |
| SEMH - Social, Emotional and Mental Health | |
| SLCN - Speech, Language and Communication | Y |
| SLD - Severe Learning Difficulty | Y |
| Special facilities for Visually Impaired | |
| SpLD - Specific Learning Difficulty | |
| VI - Visual Impairment |
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Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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