Forest Oak School
- Forest Oak School
Windward Way
Smith's Wood
Birmingham
West Midlands
B36 0UE - Head: Miss Donna Luck
- T 0121 717 0088
- F 01217 497534
- E office@forest-oak.solihull.sch.uk
- W www.forest-oak…solihull.sch.uk
- A state special school for boys and girls aged from 4 to 19. Type of SEN provision: MLD - Moderate Learning Difficulty.
- Boarding: No
- Local authority: Solihull
- Pupils: 180
- Religion: Does not apply
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 20th June 2024
- 2 Full inspection 12th February 2014
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Previous Ofsted grade: Outstanding on 26th September 2011
- Ofsted report: View the Ofsted report
What the school says...
All pupils have a statement of special educational needs for moderate learning difficulties. Some have additional needs as part of their MLD: emotional, social, behavioural difficulties, speech & language needs, autistic spectrum disorder or sometimes moderate sensory impairment.
This is not currently a GSG-reviewed school.
Do you know this school?
The schools we choose, and what we say about them, are founded on parents’ views. If you know this school, please share your views with us.
Please login to post a comment.
Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
All of the pupils at Forest Oak have moderate learning difficulties and have statements of educational need. The difficulties cover a broad range. Pupils have access to the statutory curriculum, differentiated according to their needs. Each class has a learning support assistant. In order to support pupils with communication difficulties, staff receive training in the use of Makaton signing and the Widget symbol system. In addition to moderate learning difficulties, Forest Oak caters for pupils with autistic spectrum disorder, ADD and ADHD, and has experience of dealing with emotional social behavioural disorders, visual and hearing impairments and physical disabilities. Staff work in conjunction with outside agencies to provide the best possible support for pupils. A speech and language therapist is attached to the school. Pupils are assessed on an ongoing basis. Optional SATs testing is used to assess at the end of Key Stages. Pupils in Key Stage 4 are prepared for accreditation in English, Maths, Science and Life Skills. In addition, they have a choice of performing or expressive arts.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
|
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
Y |
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
|
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment |
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
The Good Schools Guide newsletter
Educational insight in your inbox. Sign up for our popular newsletters.