Duke of Lancaster School

Duke of Lancaster School

Address: Highfield Road, Fakenham, Norfolk, NR21 9DQ Unique reference number (URN): 148859

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Safeguarding standards met

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

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How we evaluate safeguarding

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

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How we evaluate safeguarding

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

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Attendance and behaviour Expected standard

Leaders are tenacious about finding ways to help pupils return to learning, often after long periods out of school. They work closely with parents and carers to improve attendance over time. Attendance has risen in the last year and is now in line with similar schools. Leaders remain ambitious to improve it further. Positive attendance is a priority and is discussed regularly by school and trust leaders to review and refine their approaches.

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Attendance and behaviour Expected standard

The school is generally calm, and classrooms are places where pupils can focus on their learning. When pupils leave lessons, staff take learning to them so they do not miss out. There has been a significant reduction in incidents involving physical aggression between pupils. This reflects the school’s clear emphasis on staff training and supportive approaches that help pupils to regulate their emotions and behaviours safely. Consequently, the need for more intensive interventions has also decreased. Staff work together to support pupils when they are upset or dysregulated. They use calm and consistent language to help pupils' engagement in learning. When bullying occurs, staff deal with it well and work closely with parents and carers to help pupils move forward.

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Inclusion Expected standard

Staff understand pupils' needs well. All pupils have special educational needs and/or disabilities. When pupils join the school, staff create detailed plans to address the needs set out in their education, health and care (EHC) plans and any additional needs. These plans are updated regularly as needed and are well understood by all staff. Adaptations are used consistently across subjects to reduce barriers to learning.

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Inclusion Expected standard

Staff receive comprehensive training, especially in supporting pupils with autism. Leaders help staff to develop their skills in reviewing and writing pupils' EHC plans. This ensures that pupils' needs are identified, assessed and met.

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Inclusion Expected standard

Pupil premium funding is used appropriately to provide counselling and learning mentor support. Leaders track every pupil to make sure they have equal access to opportunities, including local visits, work experience and overseas trips.

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Inclusion Expected standard

The school works closely with the virtual school to support pupils known, or previously known, to social care. This ensures that these pupils receive personalised support that meets their needs. Alternative provision is used appropriately to re-engage pupils in education or to nurture individual pupils' interests.

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Leadership and governance Expected standard

Leaders have acted quickly to improve the school. They made sure that safeguarding practice was robust. They focused on completing the curriculum, prioritising the core areas of reading and writing. Although there is still work to be done to improve teaching and learning, pupils' achievement is improving. More pupils now leave with qualifications that allow them to access further education. Trustees have a clear vision and provide effective challenge and support. They ensure that their statutory duties are completed effectively. The trust offers a wide range of expertise that the school can draw on. The school works closely with other trust schools, and the leadership team has been expanded. This gives the school the capacity to continue improving.

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Leadership and governance Expected standard

Leaders model high expectations and act quickly when any aspects of the school's work fall short of their expectations. The professional development programme is evidence-informed and focused on what needs to improve next.

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Leadership and governance Expected standard

Most staff enjoy working at the school and have positive relationships with pupils. Staff take part in regular solution-focused meetings where they can raise issues and work with leaders to find solutions. Senior trust leaders meet with staff to discuss concerns and have increased staffing where needed.

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Leadership and governance Expected standard

The school has increased communication with parents and carers through forums and an app. Leaders recognise the need to continue strengthening relationships with some families and are taking steps to build trust and confidence.

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Personal development and wellbeing Expected standard

Leaders have prioritised the redevelopment of the personal, social and health education (PSHE) programme to better support pupils to engage with and make sense of different aspects of everyday life. Staff have received training, and PSHE is taught well across the school. Pupils show an understanding of what they learn in their work and discussions. They learn how to keep themselves safe, including how to travel on public transport and how to manage risks online and offline. Their relationships education also prepares pupils to be confident in this aspect of their lives.

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Personal development and wellbeing Expected standard

Pupils are well prepared for adult life through the PSHE and careers programme. They visit a wide range of further education colleges and take part in careers days and work experience. The school has effective links with local groups, for example, pupils regularly read to older people in the community. Pupils are encouraged to be healthy, including learning about healthy eating.

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Personal development and wellbeing Expected standard

Pupils demonstrate the impact of the personal development programme in their behaviour. They are polite and helpful. They understand fundamental British values and can explain how these apply in real life. For example, pupils were able to explain the purpose of voting during the local election. Pastoral support is available from class teachers and support staff whenever needed.

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Personal development and wellbeing Expected standard

The curriculum is enriched by many trips, both locally and abroad. Pupils talk with pride about representing their school in places such as New York and Singapore. These experiences help them to develop confidence, independence and a sense of achievement.

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Achievement Needs attention

The quality of pupils' work varies between subjects and, in some areas, they do not apply their understanding to new problems and/or questions. This limits their ability to achieve higher qualifications.

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Achievement Needs attention

Leaders have raised expectations of what pupils can achieve by the time they leave the school. Three years ago, no pupils gained formal qualifications. The number of pupils achieving qualifications has risen each year. This year, most pupils are likely to gain qualifications, although this has not yet been achieved. Leaders work closely with the trust, which has expertise in further education, to ensure that pupils study qualifications that are both achievable and useful for their next steps.

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Achievement Needs attention

Pupils' achievement in the skills of learning is positive. Pupils understand the routines and become able to take part in lessons with increasing confidence. Pupils are taught basic skills in reading, writing and mathematics, although the quality of this varies.

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Curriculum and teaching Needs attention

The activities pupils complete do not always help them to think deeply or practise what teachers want them to learn. In some subjects, pupils are not challenged enough and the quality of their work varies. Some staff do not deliver the full curriculum with the same level of skill, which leads to uneven learning across subjects.

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Curriculum and teaching Needs attention

Leaders in school, working closely with the trust, have completely revised their curriculum over the last 2 years to meet the changing needs of pupils attending the school. This work is now close to completion. Leaders have strengthened the leadership team by appointing additional curriculum leaders.

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Curriculum and teaching Needs attention

Where staff have received training, such as modelling in lessons, this is clear in their practice. This is also seen in core areas, including writing and catch-up phonics for pupils who need it. Staff and leaders have high aspirations for pupils, and where expectations are clear, pupils produce high-quality work. When pupils are expected to write and do more, they learn well. However, this is inconsistent. Some pupils make effective use of adaptations, such as technology, to support their learning.

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

Pupils enjoy learning and take part in a wide range of experiences that help them to grow in confidence. They learn to be independent and manage the routines of school life. They take part in many trips, including overseas, which broaden their understanding of the world. Pupils also visit colleges and take part in a careers programme that helps them to identify their next steps. Work experience and alternative provision placements support this further and open doors to apprenticeships. Pupils are enthusiastic about learning and take pride in their work. They develop secure composition skills in writing and build knowledge across subjects. Expectations for written work vary between subjects and in some areas, pupils could be challenged more. Pupils use a wide range of adaptations, including different writing materials and technology, to help them learn. They follow curriculum interests that reflect the needs of each cohort, such as

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

Pupils form positive relationships with staff. Staff use pupils' interests to help them settle into routines, especially the youngest pupils. Pupils arrive happy and enjoy shared breakfasts and lunches. As they spend more time in school, they become confident in social situations. They feel safe and can name adults they would go to if worried. When bullying occurs, staff deal with it well and keep parents and carers informed.

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

Attendance has risen over the last year. Staff work closely with families to help pupils attend regularly. Some pupils still struggle to attend, but leaders consider all options to support them, including alternative provision or virtual attendance. This approach has helped some pupils return to school for the first time in several years.

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Next steps

Leaders should support teachers to ensure that tasks are consistently designed to deepen pupils’ thinking and provide meaningful opportunities to practise and apply what they have been taught. Leaders should ensure that staff raise expectations around the quality of pupils' presentation in work across the curriculum. Leaders should continue to build relationships and positive communication with parents and carers.

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About this inspection

This school is part of Eastern Education Group Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Nikos Savvas, and overseen by a board of trustees, chaired by Elton D’Souza.

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About this inspection

This school has undergone a significant change since the last inspection. The previous multi-academy trust merged into Eastern Education Group in September 2024. The current head of school was appointed at the same time.

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About this inspection

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

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About this inspection

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

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About this inspection

Inspectors spoke with school leaders, staff, trustees and pupils during the inspection.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

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

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What does this mean?

The school is registered for children aged from 5 to 16, but does not currently have any pupils in key stage 1.

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What does this mean?

The school currently uses 7 unregistered alternative provisions.

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What does this mean?

All pupils have an education, health and care plan. The school specialises in provision for pupils with communication and interaction difficulties. Many pupils also have a diagnosis of autism.

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What does this mean?

Since the previous inspection, the school has become part of the Eastern Education Group and has appointed a new head of school.

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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Overall absence

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

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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Expected standard

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

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

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

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