Norman Gate School

Inspection of Norman Gate School Vigo Road, Andover, Hampshire SP10 1JZ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Outstanding

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Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 11 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

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Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. The school received an ungraded inspection under section 8 of the Act on 21 and 22 March 2023. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection. 12 and 13 June 2024

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What is it like to attend this school?

Happy, trusting and caring relationships between staff and pupils are a hallmark of this inclusive school. Staff have high aspirations for pupils’ achievement and behaviour. By the time they leave Year 6, pupils are well prepared for their move to secondary school. They achieve well from their individual starting points.

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What is it like to attend this school?

Staff understand each pupil’s special educational needs and/or disabilities well. They provide effective support to help pupils manage some of their complex emotions. As a result, pupils recognise what causes their anxiety and learn how to calm themselves successfully. They use a range of positive strategies such as taking sensory breaks and practising breathing exercises when they feel unsettled. If there are ever any problems with friendships or unkind behaviour, this gets sorted out very quickly.

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What is it like to attend this school?

Pupils enjoy developing their interests in a number of activities, including dance, singing and craft clubs. They also benefit from a wide range of experiences, such as horse riding, swimming and outdoor learning. This helps pupils to develop their self- confidence and self-esteem. Younger children speak enthusiastically about trips to the forest school and visits from the farm. Pupils revel in showcasing their sporting talents at the inter-school cricket tournament.

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better?

School leaders have worked tirelessly to address the areas for improvement identified at the previous inspection. Importantly, they have ensured that the curriculum is well structured in all areas. Across all subjects and in all phases, the school has ensured that teachers have precise information about the important knowledge that pupils should learn and when it should be taught. As a result, pupils benefit from a strong quality of education.

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better?

The curriculum is interesting and engaging. It is carefully adapted to each pupil’s individual education, health and care plan (EHC plan) targets and their social, emotional and mental health needs. Parents value how staff make sure that pupils have the help and equipment they need to support their learning. A wide range of specialist interventions blend seamlessly into the school’s daily routines. Consequently, pupils successfully overcome any barriers to learning and achieve their individual EHC plan targets.

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better?

School leaders focus sharply on making sure that the quality of education is of a high standard. They provide well-considered training for staff. This means that in most subjects, the teaching of the curriculum is effective. Overall, staff skilfully check how well pupils have secured the essential knowledge and vocabulary. Many teachers use their strong subject knowledge to help pupils make links to what they know already. However, in a few subjects, this is not the case. As a result, some pupils do not learn as well as they could. 12 and 13 June 2024

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Pupils are polite and resilient learners who live up to the school’s expectations of their conduct and attitudes. Their commitment to their education is reflected in their high levels of attendance and punctuality. As one younger pupil said, ‘We love our school and show this by always coming in on time.’

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Promoting pupils’ reading and communication skills is a top priority. Their independence and reading are supported well through the careful choice and use of appropriate communication aids. Pupils also learn Makaton. They regularly read or are read to by staff. Across all areas, pupils become engrossed when listening to stories that adults read to them. Staff make sure that the books pupils read help them practise the sounds they are taught. They check pupils’ understanding and make sure that any pupils who struggle to read are given extra help to catch up quickly. Over time, pupils become fluent and independent readers.

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The school places pupils’ personal development at the heart of its work. Staff focus on developing pupils’ character. For instance, pupils raise donations for the local food bank and charities they support. Younger children learn to take turns and play harmoniously alongside others. Pupils are taught about healthy relationships, about how to keep themselves physically and mentally healthy and about protected characteristics. They understand the importance of treating everyone fairly, irrespective of their differences or beliefs. One Year 5 pupil said, ‘Love is love. We should not make anyone feel bad because their family is different to ours.’

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Governors have a robust grasp of the school’s many strengths and the areas which need further improvement. They hold leaders to account effectively. Staff are proud to work here and feel well supported with their workload. They benefit from timely guidance and training from school leaders to carry out their roles effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few foundation subjects, staff’s subject knowledge is variable. This hampers how well pupils secure their understanding over time. The school should ensure that staff are supported to deliver subject content effectively so that pupils achieve consistently well across the curriculum.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection. 12 and 13 June 2024

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

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 12 and 13 June 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 21 to 22 March 2023, under section 8 of the Education Act 2005

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Information about this school

 Norman Gate School is a special school for pupils between the ages of two and 11. All pupils have an EHC plan to support their moderate learning difficulties. Pupils often have additional learning difficulties, including autism.  The school does not use alternative provision.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics, physical education and history. For each deep dive, they held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The lead inspector also looked at curriculum design and samples of pupils’ work in some other subjects. 12 and 13 June 2024

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 Inspectors held a wide range of meetings with the headteacher, other senior leaders and teaching staff in the school. The lead inspector met with two governors, including the chair of the governing body. She also met with an officer from the local authority.  Inspectors observed pupils’ behaviour during visits to classrooms, during breaktimes and as pupils moved around the school.  Inspectors considered the views of parents expressed in Ofsted Parent View, Ofsted’s online survey for parents. They considered the views of staff during meetings with them and through the staff survey.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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Inspection team

Shazia Akram, lead inspector His Majesty’s Inspector

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Inspection team

Gary Tostevin Ofsted Inspector 12 and 13 June 2024

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

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