The Clare School

Age group 3–19 Inspection date(s) 17–18 November 2011 Inspection number 380194 The Clare School Inspection report

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Unique Reference Number 121261 Local Authority Norfolk Inspection number 380194 Inspection dates 17–18 November 2011 Reporting inspector Susan Lewis

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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 94 Of which, number on roll in the sixth form 16 Appropriate authority The governing body Chair Judi Holdway Headteacher Nigel Smith Date of previous school inspection 12 March 2009 School address South Park Avenue Norwich NR4 7AU Telephone number 01603 454199 Fax number 01603 451317 Email address office@clare.norfolk.sch.uk 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

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other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. 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 123 4234, or email enquiries@ofsted.gov.uk . 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 information 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’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out two additional inspectors. Inspectors observed 18 lessons and saw 15 teachers, as well as the work of the teaching assistants. Meetings were held with school leaders, groups of pupils, representatives of the governing body and staff. Inspectors observed the school’s work, and analysed records of pupils’ achievement; progress data; and a range of school management documents, including policies and records for ensuring the safeguarding of pupils. They scrutinised 52 parental questionnaires, 23 from pupils and 32 from staff.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Introduction

 How well do pupils progress in relation to their more specialist needs including their self-management, their communication and independence, and making their voice heard?  How do the schools’ specialist school provision and extensive partnerships, including therapy provision, and the ways in which it caters for their medical needs enhance pupils’ learning and well being?  How good is the sixth-form provision, including its accommodation, and how well does this enable pupils’ transition to the next stage of their education?

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Information about the school

The Clare School is an average-sized mixed community special school for pupils aged 3 to 19 years of age with complex needs, usually associated with physical disabilities, complex medical needs and/or sensory impairment. Pupils are drawn from a wide catchment area across Norfolk. All pupils have a statement of special educational needs and a small-but-increasing proportion have been diagnosed with degenerative, life-limiting conditions. The overwhelming majority of pupils are of White British heritage. A much higher-than-usual proportion is known to be eligible for free school meals.

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Information about the school

The school has had specialist school status (SEN physical and sensory) since September 2009. It is co-located with an infant and junior school and is part of the City of Norwich High School cluster. In conjunction with the Norfolk consortium of complex needs schools, it provides an outreach service giving ‘school-to-school’ support. The school holds a number of national and local awards, including Healthy Schools status, Quality in Study Support – Established Mark, High Quality Physical Education (PE) Charter mark, and Excellence in Enterprise Education.

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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

This is an exceptional school which provides outstanding education and the highest level of care, guidance and support for its pupils and their families. Parents and carers praise every aspect of the school’s provision, using words such as ‘wonderful’ and ‘brilliant’ to describe its work and staff, and saying their children have achieved things they never thought possible. Pupils’ achievement is indeed excellent, whatever their particular learning needs, because the school is so skilled at tailoring the learning programmes to these. Whether they enter in the nursery or later in the school, children are given memorable learning experiences that motivate them to learn. Outstanding teaching and learning in lessons are coupled with excellent integration of pupils’ therapy support and provision for their sensory needs in classrooms. They ensure that not a moment for learning is lost and that pupils’ personal care needs are met with dignity and respect. The school takes exceptional

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Main findings

care of all pupils, including those who are potentially most vulnerable, meeting all requirements and following best practice guidelines in safeguarding their well-being. Pupils have access to excellent medical and therapy support that secures their good attendance, despite their high level of medical need. Behaviour is excellent. Consistently high expectations by staff transfer to the pupils themselves. Pupils feel extremely safe, cared for and valued. That has a positive impact on their well-being and their participation in learning and supports hugely trusting relationships between pupils and staff and indeed with their families.

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Main findings

The outstanding headteacher, governing body and senior leadership team have very high expectations as to what can be achieved and are determined to achieve them. School self-evaluation is excellent. Everyone from senior leaders to individual teaching teams in classrooms reflects rigorously and accurately on all aspects of their work. They are focused absolutely on finding the right ways to help each pupil to learn as much as possible. The school’s specialist school status has enabled it to develop its sensory provision and expertise even more and to share this with its community. It provides extremely well for those pupils who need a more-sensory approach to learning. There is also excellent support for pupils’ physical needs, through the physical education and therapy programmes.

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Main findings

Highly effective systems have been developed for monitoring pupils’ progress and achievement from entry. They are used skilfully to set very challenging targets for all pupils and to check up regularly on their progress towards these. If any pupil or group appears not to be progressing as they should be, interventions are put into place and the success of these checked on very carefully. Personalised learning

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

plans, care plans and communication profiles enable each pupil to progress extremely well, because everyone knows exactly what the next steps of learning are and how to provide for these. They ensure also that parents and carers feel involved in their children’s programmes, know their children’s needs are being met, and that the learning and care programmes help them to provide for their children at home. Pupils progress particularly well in their communication and personal development, including their own awareness of their health needs and how to keep healthy. Excellent use of a range of communication aids supports their communication. The focus on self-help ensures pupils have as much independence and choice as possible. Spiritual, moral, social and cultural development is excellent also because of the richness of the provision and high-quality assemblies, celebrations and support for these in lessons. The school’s contribution to community cohesion is good. It is a

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

strongly harmonious community. Its specialist school status has enabled it to extend its partnerships within the local and regional community to much mutual benefit for learners. It has recently extended its international links, but this dimension is less developed.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Governance is excellent. The governing body is highly visible in the school, bringing much relevant experience and many talents to it. Outstanding partnerships with partner schools, colleges and businesses in the local and regional community enrich the outstanding curriculum hugely, for example, through dual placements for a few pupils and through inclusion opportunities and college courses for others. All this, together with the ways in which the school has recently strengthened the middle management roles, mean that both the capacity to sustain improvement and the value for money provided are outstanding.

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What does the school need to do to improve further?

 Develop further its international links, so that pupils’ understanding of each others’ values, lifestyles and needs is enhanced

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Outcomes for individuals and groups of pupils 1

Pupils' attainment on entry varies considerably, according to the level and complexity of their learning difficulties. However, it is usually very low. Pupils make outstanding progress from their individual starting points because of the quality of teaching and learning in lessons and the ways in which their programmes build their skills up progressively. Pupils take a broad range of qualifications, most taking entry-level GCSE qualifications, but a few taking full GCSEs or the equivalent, such as in mathematics or science. Pupils’ information and communication technology, literacy and numeracy skills improve very well because of the systematic support provided. From the moment children enter the Early Years Foundation Stage and throughout the school, progress in communication and in personal development is a strength. Excellent use of communication aids and of symbol systems and signing mean that pupils have a voice in what happens to them. Those with the most complex physical

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

and learning needs become increasingly sociable, putting tremendous effort into pressing a switch or shifting their eye gaze or hand to signify their choices.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

In an outstanding science lesson, careful grouping of pupils and use of teaching assistants enabled all pupils to make progress in their understanding of the components of a healthy diet and of their own health needs. In a physical education lesson, individual pupils’ physical needs were catered for carefully, so that each was able to join in and succeed very well. Excellent teacher and teaching assistant feedback helped pupils to be very clear as to how well they were doing. All aspects of pupils' personal development, including their behaviour and their spiritual, moral, social and cultural development, are exceptional. Pupils display remarkable tolerance and good humour as they wait for others to have their turn or try out something that is particularly challenging for them. They feel exceptionally safe and quickly develop strong, trusting relationships with their key workers on entry to the school. They

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

have an excellent understanding of how to lead a healthy life, including an increasing understanding of their own medical needs. They take responsibility in school. Key Stage 4 and the sixth-form, pupils revel in the opportunities they have to take responsibility, for example as part of their sports leaders’ awards or in preparing for the celebration assemblies. All that means that they are very well prepared indeed for the next steps in their education and life.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils’ outcomes

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Pupils’ achievement and the extent to which they enjoy their learning

Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress

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contribute to their future economic well-being

Taking into account: Pupils’ attendance 1

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

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low *In some special schools inspectors do not make a judgement about attainment in relation to expectations for the pupils’ age

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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?

Excellent relationships between staff and pupils, together with detailed understanding of each pupil’s needs and the steps they need to take next, mean that the learning in lessons is highly effective. Teachers and teaching assistants work and plan together extremely well in close teaching teams that ensure everyone has work that is motivating and relevant to their targets. Staff are expert at capitalising on pupils’ interest to do so. In the many excellent lessons observed, a particular strength was the quality of teachers’ questioning. The teachers gave pupils just enough help, but not too much, so that pupils still had to work things out for themselves. Occasionally, teachers spend too much time talking to an individual pupil, while everyone else waits, but, generally, teaching assistants are quick to keep other pupils involved.

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How effective is the provision?

The school's curriculum is rich, broad, balanced and innovative. It delivers a range of more traditional subject-arranged experiences, linked to examinations as well as a more integrated, themed curriculum it calls the ‘pre-formal’ curriculum. That is organised very carefully to make sure pupils have all the experiences they should. Pupils following that curriculum benefit from experiences that involve learning through all of their senses. Excellent use of specialist school, other grants and fundraising resources enable all pupils to have experiences inside and outside school that promote their confidence, self-esteem and life skills extremely well.

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How effective is the provision?

Without exception, everyone who comes into contact with the pupils encourages and supports their learning and ensures that the learning environment is extremely attractive and inviting. Excellent working with therapists and staff training ensure pupils’ therapy needs are met within classrooms and supported extremely well throughout the day. Exemplary systems are in place to ensure transitions into and out of school are optimally accomplished. The school’s outreach work, through its specialist school and other partnerships, is hugely valued and very effectively led.

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How effective is the provision?

These are the grades for the quality of provision

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The quality of teaching

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The shared ambition for pupils throughout the school is visible in everything it does. Excellent attention to staff training and a culture of self-reflection at all levels have improved the previously outstanding teaching and pupil progress further. Recent

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

improvements in the work of middle managers mean that it is evident in all subjects and departments. The development of the ‘formal’ and ‘pre-formal’ curriculum has ensured all learning experiences are highly relevant, accessible and yet challenging for all. Members of the governing body play their ‘critical friend’ role extremely well. The school is skilled at seeking out grants and at fundraising. That, alongside its excellent specialist school’s work, has enhanced provision even more. Safeguarding is excellent: the school’s meticulous attention to guidance ensures best practice guidance is followed rigorously and staff are ever vigilant. All pupils are valued equally and no group is disadvantaged. The personalised learning approach enables each to have access to all that the school offers and to make progress equally.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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driving improvement

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

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Early Years Foundation Stage

The effectiveness of the provision for the youngest children is exceptional. Outcomes across all areas of learning are outstanding because staff have such good understanding of the children’s specialist needs and of the requirements of the Early Years Foundation Stage. The environment is warm and inviting. The very high quality of teaching extends the learning of every child extremely well, whatever their level of need. For example, those with the most complex learning needs make outstanding progress in their sociability, self-help skills and communication. The attention to children’s welfare is excellent and all requirements are met. Parents and carers are enabled to be fully involved in their children’s learning. The excellent records kept of children’s ‘learning journeys’ are enhanced considerably by parents’ and carers’ contributions. Children have many opportunities to use the outdoor facilities at the

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Early Years Foundation Stage

school. The facilities extend their learning very well. The school is, rightly, exploring ways of enhancing the nursery’s own outdoor learning environment further. The leadership and management of the provision are excellent. The phase leader is very

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

clear as to the strengths and areas for development.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage

Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage

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Sixth form

Students achieve outstandingly in the sixth form because of the excellent teaching and learning and the very determined focus on developing further the skills they will need to successfully transfer to the next stage. There is an excellent emphasis on life skills and independence, as well as systematic support for students’ functional skills in communication, literacy, numeracy and information and communication technology. Students are, rightly, very proud of their excellent progress and the ways in which they contribute to school and community life, for example, through work with a local care home. The sixth-form curriculum is outstanding, benefiting from the strengths that have been established through partnerships and the specialist school work. That means that, whatever students’ individual needs, a qualification at an appropriate level is in place. The accommodation has been improved considerably

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Sixth form

since the last inspection and is a welcoming, age-appropriate environment, although the leisure space is still somewhat small. The leadership and management of the sixth form are excellent. Leaders review provision very carefully. They work very well with the 14-19 curriculum coordinator, the school’s sensory resource manager, and external partners to ensure each student’s current provision, outcomes and their preparation for the next stage of their life are optimised.

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Overall effectiveness of the sixth form

Taking into account: Outcomes for students in the sixth form The quality of provision in the sixth form Leadership and management of the sixth form

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

The overwhelming majority of parents and carers are united in their praise for the school and what it does for their children. Almost all were entirely happy with the progress their children have made and many accolades about the school’s work were shared with inspectors. One parent described how they never felt their child would be able to read and write, but that their child was now doing this. Others praised the teaching and the staff’s openness and approachability. Several described the school simply as wonderful and stated how much they trusted the school to provide for the well being of their children. A very few wished to have even more information about their children’s learning and progress.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Inspectors found that this is an outstanding school, where the quality of care provided for pupils is outstanding. Teaching is also excellent and this enables pupils to make excellent progress from their starting points. The school uses an excellent range of methods, including home school books, DVDs and newsletters to involve parents and carers in their children’s learning, as well as welcoming them into school.

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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 The Clare School 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 52 completed questionnaires by the end of the on-site inspection. In total, there are 94 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 42 81 10 19 0 0 0 0 The school keeps my child safe 44 86 7 14 0 0 0 0 The school informs me about my child’s progress 36 69 14 27 2 4 0 0 My child is making enough progress at this school 32 62 17 33 2 4 0 0 The teaching is good at this school 43 83 6 12 0 0 0 0 The school helps me to support my child’s learning 38 73 13 25 0 0 0 0 The school helps my child to have a healthy lifestyle 30 59 20 39 1 2 0 0 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) 27 53 20 39 2 4 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 34 65 16 31 1 2 0 0 The school deals effectively with unacceptable behaviour 33 67 14 29 0 0 0 0 The school takes account of my suggestions and concerns 33 63 16 31 2 4 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 42 81 9 17 1 2 0 0 Overall, I am happy with my child’s experience at this school 43 83 9 17 0 0 0 0

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Total % Total % Total % Total %

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. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. 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

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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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 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 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. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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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.  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 The Clare School, Norwich, NR4 7AU

We enjoyed meeting you and watching your lessons when we visited your school recently. Thank you to those of you who spoke with us. You told us you thought your school was a very good school and that you have lots of fun and felt safe. You love all the interesting things that you do. We think you are very lucky to be at a school like The Clare School. It is an excellent school and a very special place to learn. The headteacher, the staff and the governing body all work very hard to make sure that you can learn as much as possible and that you feel looked after and safe.

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Inspection of The Clare School, Norwich, NR4 7AU

We think you make particularly good progress in your communication, speaking and listening and towards reaching your personal targets. It was good to see so many of you becoming more independent as you progressed through the school. That is because your teachers make lessons interesting for you and make sure they are at just the right level for each of you. Everyone checks very carefully on how well you are learning, so that you get any extra help you might need in the right sort of ways. You have lots of exciting things to do and it was good to see you doing so many healthy things, like all your sports and cooking.

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Inspection of The Clare School, Norwich, NR4 7AU

We have asked the headteacher and the governing body to do one thing in particular to improve the school further. That is to help you to understand more about how people in other countries live and to help them to understand your lives too. You can help by continuing to come to school every day and trying as hard as you do in lessons.

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Inspection of The Clare School, Norwich, NR4 7AU

Susan Lewis Lead inspector (on behalf of the inspection team)

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from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy

of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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