Hollis Academy is an improving school located in Middlesbrough, catering for pupils with social, emotional, and mental health difficulties. The recent inspection conducted on 22 and 23 June 2022 rated the school as good overall, with specific areas such as the quality of education, personal development, and leadership and management also receiving good ratings. However, behaviour and attitudes were noted as requiring improvement. The school has made significant strides since its previous inspection, where it was rated as requiring improvement.
The leadership team has raised expectations for pupil achievement, and staff are dedicated to providing a high-quality education. The school offers various pathways tailored to meet the needs of pupils who may not thrive in mainstream education. Many pupils show improvement in attendance and attitude due to the supportive environment. Small class sizes allow for individual attention, although some pupils occasionally struggle, leading to outbursts. Staff are present to help pupils manage their emotions, fostering strong relationships that aid in rebuilding self-esteem.
A significant portion of the timetable is dedicated to personal development, with opportunities for pupils to engage in off-site activities that enhance their social skills and character. This approach has contributed to a low incidence of bullying, with staff addressing any issues promptly. The curriculum is evolving, with more detailed and ambitious planning in most subjects. Teachers effectively use assessments to identify knowledge gaps and ensure that pupils learn the necessary content before progressing. In key stage four, pupils are now pursuing more meaningful qualifications, including English and mathematics.
Despite the improvements, there are areas that require further attention. Approximately one-third of pupils follow pathways that are delivered off-site, and the success of these pathways varies. Leaders need to enhance the integration of these pupils into the school community. Recent staff training has improved teaching quality, with strategies in place to help pupils retain important knowledge. However, the curriculum in some subjects still needs refinement, and leaders are actively working on this.
Behaviour management has seen progress, with new policies in place to curb mobile phone use and address smoking and vaping. While most pupils behave appropriately, some exhibit negative attitudes, and there is a need for more consistent behaviour management across the staff. Attendance remains a concern, particularly for pupils in alternative education settings, although many pupils attend more regularly at Hollis Academy than at their previous schools.
The safeguarding arrangements are effective, with a well-trained staff vigilant for signs of exploitation and abuse. The curriculum includes lessons on online safety and community risks, ensuring pupils are aware of potential dangers. The school is committed to improving attendance and behaviour, with leaders recognizing the need for closer collaboration with families to address persistent absenteeism.
Overall, Hollis Academy is on a positive trajectory, with a clear commitment from leaders and staff to enhance the educational experience for all pupils. The school is focused on continuous improvement, aiming to provide a supportive and effective learning environment that meets the diverse needs of its students.
