Hollywater School

Hollywater School

Address: Mill Chase Road, Bordon, Hampshire, GU35 0HA Unique reference number (URN): 131068

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Leaders prioritise and celebrate attendance. They analyse attendance patterns closely and work in collaboration with families, the local authority and other agencies to reduce barriers to attendance. Leaders have developed an effective range of strategies to address absence and improve attendance. These are personalised to families and pupils and take into account their individual circumstances. This carefully tailored support helps pupils attend school more regularly and engage positively with learning.

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Attendance and behaviour Expected standard

Pupils behave well throughout the school. This is as a result of the positive relationships they have with staff, and the high expectations and well-established routines that are in place. Pupils become increasingly independent over time and can apply their skills and knowledge confidently. Pupils allow caring and skilled staff to help them to behave well and manage their emotions effectively. Where pupils do need additional support, staff are quick to respond and this is effective in helping them regulate their behaviour. Classrooms are calm and purposeful environments. Incidents of bullying are rare and dealt with swiftly. Pupils are happy at school and enjoy spending time with their friends. They are respectful of staff, peers and visitors and have positive attitudes to learning.

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Personal development and wellbeing Expected standard

Leaders place a high value on supporting pupils' personal development. They have ensured that there is a well-thought-out programme which is comprehensive and well-sequenced. It is refined in response to pupils’ individual needs. Learning essential skills for independence and being ready for the future are effective elements of the school’s work. Pupils develop knowledge of the important aspects of the curriculum, including consent and healthy relationships. The school provides a broad range of opportunities that help pupils develop confidence, resilience and a sense of belonging. Leaders ensure that these opportunities are open to all pupils. Caring and nurturing relationships and effective pastoral support ensure that pupils feel safe, happy and included in the school community.

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Personal development and wellbeing Expected standard

The school's personal, social and health education curriculum prepares pupils well for life beyond school. Lessons support pupils to keep themselves safe in a range of situations, including when they are online. They learn about healthy relationships and are confident to seek help if they need it. Visits beyond the school help pupils understand how to conduct themselves respectfully in different settings and appreciate the communities they belong to. Pupils learn about different beliefs, cultures and backgrounds. They understand the importance of treating everyone fairly and with respect.

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Personal development and wellbeing Expected standard

The careers programme is bespoke to each pupil's interests. This includes work experience opportunities and links with local business and community groups. Pupils have opportunities throughout the school to take part in residential experiences which they speak about enthusiastically. The Duke of Edinburgh's Award scheme is well embedded at the school. Leaders want everyone to feel included in school life. They ensure that all pupils have access to wider enrichment opportunities, including horse riding, outdoor activities and a

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Needs attention

range of trips within the local community. Most pupils are well prepared for the next stage of their education and life beyond school.

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Achievement Needs attention

Some pupils across the year groups and pathways do not make the progress they could through the curriculum. These pupils cannot access learning effectively because the agreed strategies and adaptations are not used consistently well. Leaders have taken action and provided training for staff but this work is not yet embedded.

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Achievement Needs attention

Most pupils make progress from their starting points, especially in their personal development, which is a key focus of the school. However, progress in curriculum subjects is less consistent, and some pupils do not yet build knowledge securely over time.

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Achievement Needs attention

Leaders' focus is on ensuring pupils are well prepared for adulthood and their next steps. Many pupils become confident and resilient as a result of the work of the school. Most are provided with opportunities to practise the skills they learn at school within the community. This supports most pupils to be ready for their next steps.

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Curriculum and teaching Needs attention

Although leaders have begun to introduce improvements, pupils do not always receive the high-quality interactions and teaching they need to make progress through the curriculum. Leaders have an accurate understanding of the curriculum's strengths and what needs to improve. They have refined the curriculum so that it better reflects pupils' needs. They recognise that there are inconsistencies in the effectiveness of teaching across year groups and classes.

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Curriculum and teaching Needs attention

Leaders are ambitious for all pupils, and the range of curriculum pathways meets the very broad range of needs of the pupils. The curriculum is now logically sequenced across the different pathways. Some subjects and pathways are better developed, and where this is the case they provide pupils with the skills and knowledge that they need for their next steps. Phonics is taught at appropriate levels across the school for the different stages of pupils' development.

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Curriculum and teaching Needs attention

Leaders have prioritised ensuring that staff have the expertise they need to support pupils to develop their communication and language skills. A wide range of communication strategies are available in classrooms, but staff do not consistently use them well. This prevents some pupils from being able to develop their communication skills and access the curriculum as effectively as they could.

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Early years Needs attention

The quality of teaching in early years is too variable. Adults do not consistently model communication and learning with sufficient precision and this reduces opportunities for all children to take part fully and practise new learning. Leaders are aware of the inconsistencies in practice and are taking the right action to address them.

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Early years Needs attention

Children settle quickly into the Reception Year because leaders place a strong emphasis on ensuring they are ready for their first school experiences. Leaders understand children’s starting points as a result of the thorough transition programme provided for all children and families.

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Early years Needs attention

Warm, nurturing interactions help children to feel safe, secure and ready to learn. Children are supported well to engage with their peers and in their learning. The curriculum is thoughtfully designed and significant thought has gone into developing the environment. Leaders have the same high aspirations and expectations for children in early years as they do for pupils in the rest of the school. Leaders are working to ensure a smooth transition for children into key stage 1.

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Inclusion Needs attention

While leaders have taken appropriate action to improve classroom adaptations and the use of communication strategies, there is still too much variation in the quality of these. Consequently, they do not consistently remove barriers to learning. Leaders have recently strengthened the school's approach to identifying and supporting pupils' needs. They have provided training and guidance to help staff adapt learning for pupils. Support and monitoring to implement this consistently is at an early stage. The range of pupils' needs has widened over time and leaders have ensured that the school considers how to adapt to these changes.

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Inclusion Needs attention

Leaders work closely with staff, parents and carers, pupils and external professionals to inform their approaches. This includes ensuring that appropriate provision is in place to meet the requirements of pupils' education, health and care plans. Alternative provision is used appropriately for a small number of pupils. The use of additional funding for disadvantaged pupils aligns with the school's context and pupils' needs. Leaders do not systematically evaluate the impact of this work, however.

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Inclusion Needs attention

Leaders' work helps pupils to settle successfully into school and improve their attendance and engagement. This reflects the school's inclusive culture and the commitment of leaders and staff to support pupils to get the most out of their school experiences.

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Leadership and governance Needs attention

While leaders' recent actions provide a clear direction for improvement, they have not yet secured the consistently high-quality educational experiences that leaders intend for pupils. There have been significant changes in leadership and governance since the previous inspection. Leaders now have an accurate understanding of the school's strengths and areas of improvement. Leaders' plans are purposeful and insightful, but they are at an early stage of implementation. For example, leaders have not had consistent opportunities to ensure staff are using the training that has been provided to support effective use of communication strategies. They have prioritised the right actions and their changes are beginning to improve all aspects of the school’s work.

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Leadership and governance Needs attention

Staff are committed to providing the best educational experiences for pupils. Staff feel well supported by leaders. They recognise the improvements that have taken place in the short time the headteacher has been in post. They value the professional development opportunities that leaders have provided. Leaders work effectively with wider professionals to ensure pupils and families receive the support they need.

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Leadership and governance Needs attention

Although governors are aware of the school’s strengths and areas for development, this knowledge and understanding is limited as a result of changes to the governing body. This has resulted in them having an imprecise picture of the work of the school in some areas. Due to this, improvements in the school have not previously been targeted or quick enough. They are aware of this and the governors and the local authority are now supporting leaders to take the right actions to improve the work of the school.

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Post-16 provision Needs attention

Students in the sixth form do not achieve as well as they could. Over time, they have not progressed as well as they could have through their study programmes and pathways. Leaders have taken steps to address this. They have strengthened the curriculum to prioritise development of life skills and ensure that students are well prepared for adulthood and their next steps. Leaders have also focused on improving the quality of teaching in the sixth form. As a result, students now follow pathways that are better matched to their aspirations and abilities. Teachers are now typically delivering the curriculum well. However, it is too soon to see the full impact of leaders' actions.

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Post-16 provision Needs attention

A range of accreditation options are available at appropriate levels. Enterprise opportunities are provided. Trips and visits are now planned to connect with the development of independence and life skills. Staff teach students how to manage risks and stay safe, including online. Students feel well supported by staff in relation to their wellbeing.

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Post-16 provision Needs attention

Opportunities to volunteer in community settings, build links with onward destinations and undertake work experience are now better developed. Students now have access to careers support that is appropriate to their needs and the range of destinations they will move onto.

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What it's like to be a pupil at this school

There have recently been significant changes in leadership at the school. Pupils are starting to benefit from the recent improvements that leaders are making across all areas of the school’s work. Leaders have now ensured that systems are available for staff to reduce barriers to learning and wellbeing for the pupils. However, pupils do not always benefit from staff consistently using these systems and strategies, such as those to support communication. Most pupils now have access to a well-planned curriculum, but they do not all make progress through it as well as they could. This is due to inconsistencies in teaching across the school.

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What it's like to be a pupil at this school

Pupils arrive each day happy to be at school. They are valued and their needs are understood well by caring staff. Pupils trust staff and know that they will support them. The school is calm and orderly and pupils feel safe. Bullying is rare and dealt with effectively. Pupils welcome visitors enthusiastically and treat them with courtesy, respect and warmth. They are proud to be a part of the school. Leaders want everyone to feel included in school life. Pupils understand how to stay safe, including when online. Classrooms are calm and purposeful, shaped by the nurturing relationships between staff and pupils that are evident across the school. Pupils behave well at break and lunchtimes and they socialise well together. Leaders prioritise attendance and pupils want to come to school.

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What it's like to be a pupil at this school

Pupils benefit from a well considered and appropriate programme of personal development that extends beyond the taught curriculum. All pupils have access to wider enrichment opportunities, including horse riding, outdoor activities and a range of trips. These activities help pupils to develop resilience and confidence and to take managed risks in the school’s outdoor environment and beyond. This prepares them for adulthood and life beyond the school gates.

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Next steps

Leaders should ensure that there is coherent oversight of inclusion, so that pupils’ needs are accurately identified and met and leaders are able to effectively evaluate the impact of their work. Leaders should ensure that their strategies to improve how well students can access the curriculum, specifically being supported to develop appropriate communication skills, are embedded across the school from early years through to post-16. Leaders should ensure that staff develop their expertise to consistently deliver the intended curriculum to meet pupils’ complex learning needs effectively, across the school. Leaders and governors must develop a robust understanding of their roles and responsibilities and ensure that oversight results in improvements being enacted swiftly.

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About this inspection

The chair of the board of governors in this school is Nich Crowson.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, assistant headteacher and a range of teaching and non-teaching staff. Inspectors also met with members of the local governing body, including the chair of governors. They met with representatives from the local authority. Inspectors

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Team inspectors:

Jo Petch, His Majesty's Inspector Andrea George-Samuels, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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School capacity

talked to some parents at the start of the day, and pupils in lessons, at social times and in more formal meetings during the inspection.

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School capacity

The inspectors confirmed the following information about the school:

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School capacity

The school has undergone a number of significant changes in leadership and governance. The current headteacher was appointed in April 2026.

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School capacity

All pupils attending the school have an education, health and care plan for a range of special educational needs and/or disabilities. This includes a large proportion of pupils with autism and severe learning difficulties and a smaller proportion of pupils with additional physical needs or social, emotional and mental health needs.

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School capacity

The school currently uses 4 unregistered alternative provisions.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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