Harford Manor School, Norwich

Harford Manor School, Norwich Inspection report

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Unique Reference Number 121264 Local Authority Norfolk Inspection number 358969 Inspection dates 11–12 November 2010 Reporting inspector Declan McCarthy

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Special School category Community special Age range of pupils 3–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 75 Of which, number on roll in the sixth form 19 Appropriate authority The governing body Chair Paul Pryce Headteacher Paul Eteson Date of previous school inspection 6 March 2008 School address 43 Ipswich Road Norwich NR2 2LN Telephone number 01603 451809 Fax number 01603 453508 Email address head@harfordmanor.norfolk.sch.uk

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Age group 3–19 Inspection dates 11–12 November 2010 Inspection number 358969 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by two additional inspectors. Nine lessons were observed and nine teachers were seen. An annual review meeting for a student was also observed. Meetings were held with staff, representatives of the governing body, a group of parents, a group of pupils, and two outside professionals who support pupils' learning and well- being. Inspectors observed the school's work, and looked at a wide range of safeguarding documentation, the school improvement plan and assessment records. They also analysed questionnaires returned from staff, pupils and 36 parents. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  How effectively are specialist approaches in teaching and assessment used to ensure that different groups of pupils, including those with profound and multiple learning difficulties and those on the autistic spectrum, achieve equally well in different

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Introduction

subjects?  What impact is the school's promotion of community cohesion having on pupils' cultural development and their contribution to the community?  How effectively are subject leaders embedding ambition and driving improvement in their subjects and what is their contribution to the monitoring of teaching and learning?

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Information about the school

This is an average size school for pupils with complex special educational needs. All pupils have a statement of special educational needs, mainly for severe learning difficulties, although a few have profound and multiple learning difficulties. A large proportion of all pupils have additional special educational needs relating to autism. Most pupils are of White British heritage, with a few from minority ethnic backgrounds. Very few pupils speak English as an additional language. A very small minority of pupils are 'looked after' by the local authority. There are a few children under five years of age on roll and 19 students in the sixth form. Pupils are admitted from across the county of Norfolk and come from a variety of social and economic backgrounds, with an average proportion entitled to free school meals. The school has built on its numerous awards since the last inspection. It has achieved the Quality in Study Support Award at advanced level for its strategic work in

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Information about the school

supporting other schools in their extended provision. It has also gained the School's Enterprise award from the University of Warwick, the Bronze School Travel Plan award, the Artsmark Silver award, the Careers Excellence award and the International Eco School award. The school is part of an extended schools cluster with secondary and primary schools and has recently joined the 14-19 partnership with other schools and colleges. The deputy head was recently appointed as headteacher of the school following the retirement of his predecessor. A new chair of governors is also in post. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

Harford Manor is an outstanding school. The recently appointed headteacher provides inspirational leadership and enjoys the full confidence of nearly all parents who describe the school as 'brilliant', the staff as 'wonderful' and the quality of care as 'superb'. All staff share the same clear vision for sustaining high quality provision. The headteacher and senior management share a strong drive for improvement and benefit from the support of a well informed governing body. Self evaluation is used well and based securely on effective performance management. The roles of middle managers have recently been reorganised to reflect the school's priorities for improvement. As a result, middle managers have established clear priorities for development within their subjects and areas of responsibility. However, it is too soon for them to measure the impact of their practice on pupils' learning and achievement across the school. The school has much outstanding

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Main findings

practice. Staff use information from assessment effectively to set challenging individual targets, to check pupils' progress and to inform school improvement. Self-evaluation is good overall and the school demonstrates a good capacity for further improvement Pupils' achievements are good and pupils are very happy in school. They make consistently good progress because teaching is at least good and sometimes outstanding. Children under five years old and students in the sixth form make outstanding progress. Teachers nearly always use information about pupils' prior learning to match tasks closely to their different needs. As a result, pupils with profound and multiple learning difficulties, those with additional needs relating to autism, those with moderate learning difficulties and those using English as an additional language, make equally good progress. Behaviour is outstanding throughout the school and pupils with challenging behaviours make rapid

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Main findings

progress because the quality of care, guidance and support is excellent. All staff are thoroughly trained in safe handling and in highly effective strategies for behaviour management. This has led to highly successful de-escalation techniques and a significant reduction in the number of incidents of challenging behaviour. The school has outstanding links with parents, who are very active in supporting the school through fund raising and attending courses laid on by the school, for example in signing. They meet weekly to support each other, exchange their ideas and put forward their own suggestions for training, for example in first aid and in safeguarding, which the school is providing. It has developed extremely good partnerships with other schools, colleges, local businesses and outside agencies. This is a significant feature of the outstanding curriculum which impacts most positively on pupils' enjoyment and personal

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Main findings

development. Outstanding care, guidance and support result in pupils' excellent spiritual, moral, social and cultural development. Pupils make an outstanding contribution to the school and local community. Their work on eco projects has led to the Green Flag award and their efforts in establishing and running 'Close Links' charity shop in the city centre are greatly appreciated by parents and the community. This aspect together with outstanding Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

opportunities for learning about the world of work, their increasing confidence and outstanding progress in personal development, prepares them extremely well for life after school.

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What does the school need to do to improve further?

 In order to sustain high quality provision and raise achievement further, the school should develop the role of middle managers by ensuring they: monitor the impact of teaching and the use of assessment on pupils' learning and progress analyse and use the information from their observations to inform further improvements to learning within their subjects and developments within their other areas of responsibility.

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Outcomes for individuals and groups of pupils 1

Pupils' achievement is good throughout the school and by Year 11 pupils have made good progress in their learning and outstanding progress in their personal development. This was reflected in nearly all lessons seen and for all groups of pupils, including those with additional needs related to autistic spectrum disorder and those with profound and multiple learning difficulties, the few pupils from minority ethnic backgrounds and the very few who use English as an additional language. For example in a mathematics lesson, Years 7 and 8 pupils with severe autism and challenging behaviours, focused throughout on their tasks, which they completed accurately and their excellent behaviour contributed extremely well to their learning. In other lessons, pupils with severe learning difficulties and those with profound and multiple learning difficulties tried their best to develop communication skills, either answering questions in clear sentences, using switches

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Outcomes for individuals and groups of pupils 1

effectively to answer questions, or making choices by pointing to signs and symbols. All pupils acquire the basic skills of literacy, numeracy, and information and communication technology well as a result of consistently good and sometimes outstanding teaching. As they move through the school, most pupils develop confidence in expressing themselves and some are able to read simple texts. For instance, in a Years 10 and 11 lesson pupils discussed their visit to the theatre in Drury Lane to see the production of Oliver. They described accurately how Oliver must have felt when he was placed inside a coffin and some pupils wrote simple sentences on the white board about Oliver, reading them aloud to the class. Older pupils and students in the sixth form achieve a wide range of examination courses and in work related learning which prepares them exceptionally well for further education. Pupils' thorough enjoyment of school is clearly evident not only in their thirst for learning,

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Outcomes for individuals and groups of pupils 1

but in their high levels of involvement in out-of-school activities and their good attendance. Their outstanding behaviour makes a significant contribution to their own learning and that of others. Pupils say they feel very safe and will go to any adult in school if they feel upset by anything. Pupils stay very healthy through regular and vigorous exercise, through a rich variety of sporting events such as football, netball, rugby and dance. This was also seen in the playground and in the disco at lunchtime. Pupils make healthy choices from the well-balanced school meals, and those with more complex needs keep to their feeding programmes. Pupils' outstanding contribution to their community is Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Outcomes for individuals and groups of pupils 1

also reflected in their eagerness and pride in assuming responsibilities in the school as buddies, and classroom and lunchtime helpers. Pupils' confidence and self-esteem, and their social, cultural and spiritual development are considerably enhanced through some outstanding opportunities to experience awe and wonder and appreciate the diversity of British culture. One such example was their visit to an inner London secondary school for lunch, where they appreciated and valued the differences in the schools and the diversity of cultures.

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Outcomes for individuals and groups of pupils 1

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 1

Pupils' achievement and the extent to which they enjoy their learning 2

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Outcomes for individuals and groups of pupils 1

Taking into account: Pupils' attainment¹ *

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Outcomes for individuals and groups of pupils 1

The quality of pupils' learning and their progress 2

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Outcomes for individuals and groups of pupils 1

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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Outcomes for individuals and groups of pupils 1

The extent to which pupils adopt healthy lifestyles 1

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Outcomes for individuals and groups of pupils 1

The extent to which pupils contribute to the school and wider community 1

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Outcomes for individuals and groups of pupils 1

The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

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Outcomes for individuals and groups of pupils 1

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 1

The extent of pupils' spiritual, moral, social and cultural development 1

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Outcomes for individuals and groups of pupils 1

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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Outcomes for individuals and groups of pupils 1

is low * In some special schools inspectors do not make a judgement about attainment in relation to expectations of the pupils' age.

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How effective is the provision?

Strong teamwork with support assistants, good use of symbols and signing, and teachers use of skilful questioning develop pupils learning well throughout the school. The establishment of a clear structure for learning with predictable and dependable classroom routines and highly effective behaviour management results in pupils' excellent behaviour in all lessons. Where teaching is outstanding, lessons are extremely well planned with the highest expectations for learning and behaviour, which are both very skilfully managed. Teachers make good use of assessment to record pupils' progress and they nearly always provide pupils with accurate feedback on their learning at the end of lessons. Pupils' achievements are precisely annotated, and reports to parents clearly inform them how Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective is the provision?

much progress their children are making. Information from assessment is used well to match activities to the variety of complex learning needs. The outstanding curriculum is adapted extremely well to the wide range of individual needs. For example, objects of reference, symbols, signing and specialist methods such as the picture exchange communication system (PECS) are used consistently well to ensure that pupils with autistic spectrum disorders are fully engaged in activities and have equal access to learning as others. Signing and special hearing aids are used for those with severe hearing loss. Those with moderate learning difficulties have excellent opportunities to extend their learning, through attendance in mainstream schools or colleges. An excellent range of examination course is available to students, which builds progressively from the wide range of academic courses in Year 11 to highly relevant vocational courses,

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How effective is the provision?

such as horticulture and Food Hygiene in Years 13 and 14. An excellent work related learning programme, with very well chosen work experience placements for all pupils, contributes most positively to independence skills. Excellent partnerships have led to the shared use of facilities with other schools, and presentations, to other schools and colleges, where pupils act as ambassadors for the school. Pupils' learning is greatly enriched by a wide range of visits and visitors to the school. These include visits to museums, such as the Norfolk Regimental Museum, the theatre, an inner London school, art galleries, places of worship and to a local radio station where pupils produced and recorded their own radio show. A variety of visitors to the school greatly enhance learning and enjoyment. For example, 'Rocket Man', showed pupils how to make and launch rockets and providing a range of presentations on space and the universe, which

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How effective is the provision?

captivated pupils' imaginations, stimulating great enjoyment and a sense of wonder. Outstanding care and guidance are reflected in the excellent support for pupils whose circumstances make them vulnerable. Excellent partnerships with a range of different agencies for devising and implementing highly individualised programmes ensure outstanding progress in personal development and good progress in social interaction skills. The school works extremely well with parents in making excellent arrangements to ensure a very smooth transition when pupils leave school. This was seen in an excellent annual review, where a highly individualised and carefully planned programme of support was provided, with full parental involvement, for a student about to leave the school.

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How effective is the provision?

These are the grades for the quality of provision

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How effective is the provision?

Taking into account: The use of assessment to support learning

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How effective is the provision?

The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

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How effective is the provision?

The effectiveness of care, guidance and support 1

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How effective are leadership and management?

The new headteacher, together with his senior staff and with the support of middle managers, is very effectively reshaping the vision for the school and driving improvements Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective are leadership and management?

forward. For example, there is a much sharper emphasis on developing closer links with parents, refining the role of subject leaders and implementing sharper assessments systems to further promote pupils' learning and well-being. Senior leaders monitor teaching and learning effectively using the outcomes to set clear priorities for improvement and inform self evaluation. New middle managers are at an early stage of implementing and monitoring the impact of their action plans in lessons. Governors provide good support to managers and are closely involved in the school's development, through focused visits. Systems for safeguarding the welfare and interests of pupils are outstanding. Staff are extremely well trained in child protection procedures and in safe handling. They rigorously assess potential risk and monitor all aspects of health and safety including the work of outside contractors. The school promotes equality of opportunity and tackles

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How effective are leadership and management?

discrimination extremely well. All pupils are fully included in everything the school offers, they make equally good progress and there is no evidence of discrimination of any kind. The school's links within the local community are excellent and have led to highly effective working relationships with schools and colleges for the benefit of all pupils. Community cohesion is promoted extremely well because it impacts very positively on pupils' cultural development and their outstanding contribution to the community. Pupils benefit from first-hand experiences of other cultures through extremely well planned visits to London. Global and national links are continuously reviewed, evaluated and celebrated within the school The friends association is most active and the school has excellent relationship with its parents and carers, reflected in the high response rate and overwhelmingly positive comments in their returned questionnaires. In discussion a group of parents said they

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How effective are leadership and management?

were very well informed and have excellent opportunities to contribute to school development and to develop their skills, for instance by suggesting and attending courses.

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How effective are leadership and management?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

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How effective are leadership and management?

Taking into account: The leadership and management of teaching and learning

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How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

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How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 1

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 1

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How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

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How effective are leadership and management?

The effectiveness of safeguarding procedures 1

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 1

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 1 Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Early Years Foundation Stage

The school continues to make outstanding provision for children in the Reception Year as a result of outstanding leadership and management and strong teamwork amongst staff. Teaching is outstanding and children have excellent opportunities to make choices, with support, as well as participating in activities led by adults. Children were seen to be thoroughly enjoying learning as they were totally absorbed in activities. Staff supported their learning extremely well, by using a wide range of techniques to develop language and communication skills. All staff are highly skilled in promoting children's personal, social and emotional development, particularly in ensuring that children settle quickly into their routines. As a result children's behaviour is excellent and makes an outstanding contribution to their learning. Learning opportunities are very thoroughly planned and highly individualised based on very accurate use of assessment. Children are rigorously

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Early Years Foundation Stage

assessed, through detailed recording of observations in every activity when they join the school. This enables the accurate identification of individual learning needs and the setting of very specific learning targets. The involvement of parents in ongoing assessment, and in supporting their child's learning at home, is excellent. Children are extremely well cared for, with very robust safeguarding and welfare arrangements in place.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 1

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Early Years Foundation Stage

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Early Years Foundation Stage

The quality of provision in the Early Years Foundation Stage 1

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Early Years Foundation Stage

The effectiveness of leadership and management of the Early Years Foundation Stage

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Sixth form

Outstanding leadership has resulted in continuous improvement of the sixth form's outstanding provision, through for example, the establishment of a charity shop run by students, with the support of staff, in the city centre. This has made an excellent contribution to preparing students for life beyond school. Outstanding teaching with high levels of challenge to learning, ensures students make excellent progress in examination courses and in managing their independence. The curriculum is outstanding and continues to develop. The wide range of accredited vocational courses is being extended within the school to include painting and decorating and basic electrical maintenance. The excellent focus on careers education, work experience and in developing students' independence skills, has resulted in students' rapid gains in confidence in making very positive contributions within the local community. For example, a student with severe autism made

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Sixth form

a significant contribution to a local nursery by painting the exterior fence. Strong partnerships with Connexions ensure that all students transfer to further education establishments tailored precisely to their individual needs. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Sixth form

Overall effectiveness of the sixth form 1

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Sixth form

Taking into account: Outcomes for students in the sixth form

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Sixth form

The quality of provision in the sixth form 1

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Sixth form

Leadership and management of the sixth form 1

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Views of parents and carers

Almost half of parents and carers returned the questionnaire, which is a relatively high proportion for this type of school. Nearly all parents and carers were pleased with the school's work. Nearly all said that behaviour, the extent to which their children feel safe and stay healthy were good. They acknowledged good teaching, high quality care and good leadership within the school and they felt that their children made good progress. Almost all parents and carers said that their children greatly enjoy school and that the school takes account of their suggestions, although a very small number disagreed. Inspectors found that pupils' enthusiasm and enjoyment for school was seen in all lessons and reflected in pupils' high attendance and engagement in school activities. The inspection also found that the school works very successfully in taking account of parents' views, particularly through the weekly parents' meeting.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Harford Manor School, Norwich to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 36 completed questionnaires by the end of the on-site inspection. In total, there are 75 pupils registered at the school.

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Responses from parents and carers to Ofsted's questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 27 75 8 22 1 3 0 0 The school keeps my child safe 31 86 5 14 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 29 81 6 17 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 25 69 10 28 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 25 69 8 22 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 24 67 11 31 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 22 61 14 39 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 19 53 13 36 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 28 78 7 19 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 23 64 11 30 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 24 67 11 30 1 3 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 27 75 9 25 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

Overall, I am happy with my child's experience at this school 32 89 4 11 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of Harford Manor School, Norwich, NR2 2LN

Thank you for your warm welcome when we came to inspect your school. We found that you go to an outstanding school which takes excellent care of you. The school works very closely with specialists like the school nurse and speech therapists to help with your learning. We could see how very much you enjoy your school and try so hard in your lessons. You told us how happy you are and how really helpful and kind the staff are. Your parents and carers are also extremely pleased with your school and told us how brilliant the headteacher and staff are. We were very impressed with the enthusiasm you showed in attending all the lunchtime clubs and for the way you run your shop, 'Close Links', in Norwich and serve members of the public. We think this prepares you extremely well, for when you leave school. You are all making good progress and some of you, especially the youngest children and students in the sixth form, are making excellent progress. I was

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Inspection of Harford Manor School, Norwich, NR2 2LN

pleased to see you all working so hard in lessons and your excellent behaviour throughout the school. Your school makes sure you stay very safe and you told us that you do. We could see how you always try to help each other. The headteacher, staff and governors are doing their very best to make your school even better. We have asked the school to make sure teachers with responsibilities, continually check how good the teaching is in their subjects and how much it helps you all to learn and make progress. You can help too, by continuing to do your very best.

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Inspection of Harford Manor School, Norwich, NR2 2LN

Declan McCarthy Lead inspector out in the guidance 'Complaining about inspections', which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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