Stone Hill School

Inspection of Stone Hill School Barnsley Road, Scawsby, Doncaster, South Yorkshire DN5 7UB

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Sixth-form provision Outstanding Previous inspection grade Outstanding 13 and 14 May 2025

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What is it like to attend this school?

Pupils thrive in this welcoming, nurturing and inclusive school. The environment is a calm, attractive and pleasant place for pupils to learn and socialise. Staff build trusting and supportive relationships with pupils. They get to know pupils well and work in partnership with parents and carers. Pupils are respected, valued as individuals and well cared for. They know that staff will help them with any worries they may have.

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What is it like to attend this school?

Pupils are extremely well prepared for life beyond school and into adulthood. This shines through the ambitious curriculum and plethora of enrichment opportunities that pupils enjoy. The school places pupils’ education, health and care plans (EHC plan) at the centre of their learning, enrichment and support. Pupils flourish because staff are adept in knowing how to meet pupils’ individual needs highly effectively.

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What is it like to attend this school?

Pupils rise to the school’s high expectations. They are enthusiastic learners who behave in an exemplary way. They have positive attitudes, feel safe and are motivated to attend school. A variety of lunchtime clubs, visits to the local area and trips linked to the curriculum support pupils’ wider development superbly. Pupils appreciate the sensitively designed residential experiences. Older pupils benefit greatly from work experience opportunities and participation in the Duke of Edinburgh Award’s scheme.

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What does the school do well and what does it need to do better?

The school has an extraordinarily harmonious and inclusive atmosphere. It provides excellent education and care for pupils.

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What does the school do well and what does it need to do better?

The curriculum is exceptionally well designed and coherent. Each pupil’s curriculum pathway is aspirational, and their learning is purposeful. Teachers match teaching impressively well to pupils’ stage in learning while ensuring that they receive age- appropriate curriculum content. Staff deliver the curriculum with skill, confidence and consistency. Pupils enjoy practical experiences that help them to build and connect their knowledge successfully. Expert staff check what pupils know and can do. They identify any gaps in pupils’ knowledge and revisit learning to help pupils to remember and understand.

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What does the school do well and what does it need to do better?

The school has established a superb provision for post-16 students. Students continue their studies in a high-quality environment where they are nurtured to become responsible and courteous young people. The school is remarkably successful in ensuring that post-16 students, as with all pupils, receive excellent teaching and support. Staff meet pupils’ individual needs very well. They identify precise targets for pupils linked to the outcomes stated in their EHC plans. Skilful adaptations to learning, when necessary, make sure that pupils learn in the best possible way. Pupils gain a range of suitable accreditations. An increasing number are beginning to access GCSE qualifications in the post-16 provision.

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What does the school do well and what does it need to do better?

Staff encourage polite and respectful behaviour. They help pupils to develop their communication and social awareness. Pupils have high attendance and conduct themselves admirably throughout the school day. 13 and 14 May 2025

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The school is absolutely determined that all pupils will learn to read. Phonics is taught well and with precision. Staff provide prompt extra support for pupils who need it. Pupils’ joy in reading is palpable. They read every day and with enthusiasm and pleasure. Pupils appreciate the broad and diverse range of literature and authors the school promotes.

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Pupils’ personal development is at the forefront of the school’s work. The curriculum supports pupils’ health and well-being and develops their life skills. Pupils become increasingly independent and resilient young people during their time at the school. They are involved and included in their local and wider community. The school is immensely proud of the work of post-16 students who made a valuable contribution towards the creation of a digital app as part of a project for The King’s Awards for Enterprise. Some students were fortunate to meet His Majesty The King in London.

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Pupils hold positions of responsibility. They take an active part in decision-making such as helping to design the new post-16 building and café. They enjoy outdoor education and develop skills to support their positive mental and physical health. Pupils learn how to stay safe and develop their understanding of fundamental British values and different relationships. They appreciate diversity and the importance of respect for others. A comprehensive careers programme throughout school ensures that pupils are well prepared for their next steps in further education, employment or training.

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The governing body provides dedicated support and direction for the school. Together with school leaders, governors continually seek ways to improve the quality of education. Leaders share their expertise through the school’s outreach work with other schools and the local authority.

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Staff are dedicated and proud to work at the school. Parents and carers typically praise the way staff ‘advocate for their children, keep them safe and celebrate their unique learning styles’.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school. 13 and 14 May 2025

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In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 13 and 14 May 2025

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form

Appropriate authority The governing body

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form

Chair of governing body Michael Gallafent

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form

Date of previous inspection 11 June 2019, under section 8 of the Education Act 2005.

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Information about this school

 The school opened a post-16 provision on its site in 2022.  The school does not currently use alternative provision.  All pupils have an EHC plan.  The special educational needs and/or disabilities that the school caters for has changed in recent years. Most pupils have a diagnosis of autism.  The school works in partnership with the Autism Education Trust  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 13 and 14 May 2025

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, the deputy headteacher, the assistant headteachers and some curriculum leaders.  The lead inspector met with the chair of the governing body and several governors.  Inspectors carried out deep dives in these subjects: reading, English, mathematics, art and personal, social and health education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector listened to some pupils read to a familiar adult.

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Information about this inspection

 To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered the responses to Ofsted’s online staff survey and met with groups of staff. Inspectors took account of the responses to Ofsted’s online survey, Ofsted Parent View, including parents’ free-text comments.

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Inspection team

Stephanie Innes-Taylor, lead inspector His Majesty’s Inspector

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Inspection team

Kate Rowley Ofsted Inspector 13 and 14 May 2025

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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