Norman House Independent School

Norman House Independent School

Address: Norman House, Robson Way, Blackpool, Lancashire, FY3 7PP Unique reference number (URN): 151613

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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. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Achievement Expected standard

Pupils arrive with considerable gaps in knowledge due to earlier disrupted schooling and trauma. However, they begin to rebuild core understanding as teaching focuses on developing foundational knowledge, such as literacy and numeracy. Even so, pupils' achievement varies across some subjects, particularly where pupils' writing fluency is still developing. Therefore, the quality of work produced does not consistently reflect their learning.

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Achievement Expected standard

Current work shows that pupils typically achieve well based on their low starting points. The quality of pupils' work shows that they are increasingly engaged and benefit from targeted support. The school encourages pupils to complete qualifications that will help them to progress to their next stage of education, employment and/or training but are also suited to their needs. Most pupils are prepared well for adulthood. They benefit from the school's wider offer, which builds on their social and life skills. For example, they develop gardening, mechanical and cooking skills.

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Attendance and behaviour Expected standard

Leaders take a strategic and proactive approach to attendance. They recognise that many pupils arrive with disrupted education and significant barriers to regular attendance. They analyse patterns closely and use personalised strategies, adapted timetables and multi- agency work to rebuild stability and routine. Leaders implement successful strategies to improve pupils' attendance. However, for a small number of pupils, persistent absence remains high. Leaders maintain registers accurately and staff understand their responsibilities in promoting consistent attendance.

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Attendance and behaviour Expected standard

Pupils benefit from a calm and predictable environment. Staff apply the renewed behaviour management systems to improve attitudes to learning. In recent times, this has helped to reduce behaviour incidents. Staff address any bullying concerns swiftly and effectively. This helps pupils to feel safe and supported. Staff are thoughtful about the bespoke needs of pupils and adjust strategies to ensure that pupils can regulate their emotions well. Some pupils develop resilience and an increasingly mature understanding of the consequences of their actions. Most pupils generally show respectful and considerate behaviour towards their peers and staff in lessons and at social times.

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Curriculum and teaching Expected standard

Staff understand pupils' starting points well and use this to help them to shape learning. The curriculum is generally ambitious and ensures that pupils develop the skills and knowledge that they need to succeed in their future career pathways. Most staff ensure that they use their subject expertise to deliver the curriculum well. Leaders typically monitor pupils' progress effectively. Even so, there is variation in how well staff identify and address any gaps in pupils' knowledge. In some curriculum areas, this is because the essential knowledge that pupils are expected to know and remember is not defined as sharply as it could be. At times, this limits how well some pupils engage and progress. Leaders have recently introduced clearer provision to help pupils who are at the early stages of reading. This is beginning to help pupils to develop fluency and confidence in reading. However, the work to target support for pupils who struggle with handwriting is less

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Curriculum and teaching Expected standard

consistently delivered. Furthermore, when adaptive practices are secure, pupils access the curriculum well and flourish. However, at other times, teachers do not use the information about pupils' needs as sharply as they could to shape learning activities. From time to time, this leads to some variation in how well some pupils achieve.

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Inclusion Expected standard

Leaders accurately identify pupils' individual needs. This means that they understand the complex needs of pupils with special educational needs and/or disabilities well. Working closely with families, social care and external professionals, they regularly review and evaluate support for pupils. This helps to quickly reduce pupils' barriers to learning and wellbeing. Leaders monitor pupils' progress closely and review the impact of support sessions, such as literacy programmes, therapeutic support and vocational pathways. This ensures that pupils make meaningful gains over time, particularly when they have experienced long periods out of education. Leaders maintain clear oversight of alternative provision placements and ensure that these are used in the best interest of pupils.

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Inclusion Expected standard

Staff benefit from leaders' positive engagement with external agencies. This includes training from external specialists and input from social workers, local youth support workers and the local authority. This collaborative work ensures that support plans reflect pupils' needs accurately. Teachers generally make appropriate adjustments so that pupils can access the curriculum and develop readiness for their next steps. Leaders promote pupils' wellbeing consistently well and promote an environment where pupils feel that they can succeed.

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Leadership and governance Expected standard

The proprietor provides effective oversight and ensures that leaders have the resources and processes needed to run the school safely and responsibly. Leaders understand the changing needs of the pupil cohort and act when improvements are required. Their decisions are centred on pupils' welfare and learning. Leaders invest in facilities, staffing and specialist support to help meet pupils' needs. For example, the proprietor has developed an executive leadership team structure to broaden the expertise in leading the school. They also intend to establish a governing body to further improve the monitoring and accountability processes. The proprietor also uses external specialists to audit and monitor the school's provision. This helps to identify weaknesses and address them quickly.

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Leadership and governance Expected standard

Leaders ensure compliance with the independent school standards. They monitor safeguarding, welfare, premises, information and complaints processes with sufficient rigour. For instance, leaders are designing a sensory room to help improve facilities to support pupils with additional needs. Leaders have improved opportunities for staff training and workload management so that staff feel supported and able to meet pupils' needs. Despite changes in leadership in recent months, staff morale has remained high.

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Leadership and governance Expected standard

Leaders have forged positive relationships with families, external professionals and community partners to respond well to pupils' complex circumstances. Leaders act promptly when issues arise and demonstrate the ability to embed change over time. For example, when pupils face substantial barriers, leaders work closely with agencies to improve attendance and engagement.

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Personal development and wellbeing Expected standard

Leaders weave the programme to promote pupils' personal development and wellbeing through the curriculum. Pupils revisit key themes about relationships, safety, decision- making and community responsibility in age-appropriate ways. This helps them to build a secure understanding over time. Pupils learn how to recognise healthy interactions, manage conflict and understand risks linked to exploitation, peer pressure and online behaviour. Youth workers provide specialist input on issues such as substance misuse and criminal exploitation. This encourages pupils to make informed choices and understand how to protect themselves. Leaders ensure that pupils are cared for and understood. They respond quickly when concerns arise and work closely with families and external agencies to ensure that pupils effectively manage their emotions and wellbeing.

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Personal development and wellbeing Expected standard

The school promotes pupils' wider development through regular opportunities to explore different beliefs, values and communities. Pupils learn to appreciate diversity and understand fairness. This helps them to deepen their social and cultural awareness. Weekly enrichment and learning beyond the classroom broaden pupils' horizons and give them experiences that they may not otherwise access. For example, pupils visit museums, farms and animal centres. These opportunities help pupils to develop their curiosity of the wider world. Leaders promote fundamental British values through daily routines and wider experiences. Pupils learn the importance of understanding personal boundaries and the value of pupil voice. This supports pupils to understand their responsibilities and the importance of respecting differences.

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Personal development and wellbeing Expected standard

Careers education is generally well structured and impartial. Pupils explore a variety of careers and understand how their strengths link to future opportunities. Staff provide guidance that helps pupils to make informed decisions about their career pathways. Older pupils are increasingly well prepared for adulthood. For instance, they develop a secure understanding about healthy living and the expectations of further education or employment. The impact of this work is evident in pupils' growing confidence and readiness for their next steps.

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

Many pupils have had a disrupted experience of education prior to joining the school. Leaders and staff support pupils well to rebuild their confidence and to re-engage with education. Pupils enjoy most lessons and respond positively to the ambitious teaching. Most pupils settle into school quickly. They achieve and progress well from their starting points. Staff relate expertly to pupils and support them successfully to access the curriculum and prepare them for adulthood. Opportunities such as off-site experiences and education also support pupils to develop independence and build readiness for their next stage in education. For instance, pupils learn how to plan budgets alongside other practical life skills. Pupils enjoy being part of a small, nurturing community where they are known well and included in daily school life. They build trusting relationships with staff and enjoy increasingly positive interactions with peers. Leaders ensure that pupils experience a curriculum that

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

extends beyond academic study. For example, pupils expand their knowledge of engineering or farming through external educational visits. This gives them opportunities to explore interests and broaden their understanding of the wider world.

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

Most pupils behave well. They feel safe in school and know that staff respond quickly and effectively to any concerns, including bullying. For many pupils, attendance improves over time. Pupils learn how to manage routines and regulate their emotions. They gain a clearer understanding of what it means to be ready for life in modern Britain. For example, they carry out work in the community and learn about respecting differences.

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Next steps

Leaders should ensure that the essential knowledge that pupils need to know and remember is consistently mapped out so that teachers can check gaps and address these with greater precision. Leaders should ensure that teachers support pupils to develop their literacy skills and improve their handwriting so that pupils can demonstrate their learning more clearly. Leaders should ensure that they use information about pupils' needs to better shape teaching activities to ensure that pupils access the curriculum consistently well. Leaders should ensure that strategies to address pupils who are persistently absent are consistently embedded so that pupils engage and benefit fully from their time in school.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008 and checked the school's compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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About this inspection

Following our updated 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 the chair of the proprietor body and interim headteacher, the special educational needs coordinator, staff, parents, pupils, curriculum leader and representatives from the local authority during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school is registered to provide full- or part-time education for pupils aged between 11 and 16 years old. It provides placements for pupils who are disengaged from education or at risk of exclusion from education. Some of these pupils have SEND and/or an EHC plan, including for social, emotional and mental health needs and/or autism. The school currently

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Independent school standards

Independent school standards are either met or not met for each category. provides full-time education for pupils aged between 11 and 17 years. This sits outside of the school's registered age range of 11 to 16 years.

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Independent school standards

The school uses one unregistered alternative provision.

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Independent school standards

This was the first standard inspection for this school. The school was registered by the DfE on 2 June 2025.

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Independent school standards

This school is part of the Tailored Education Group but operates under the Norman House Independent School Ltd proprietor body. The chair of the proprietor body is Sophie Taylor, who is also the interim headteacher.

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Independent school standards

The current annual fees range from £40,000 to £80,000.

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Independent school standards

The school's email address is st@tailorededucationgroup.com

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Independent school standards

1. Quality of education provided Standards met

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

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Independent school standards

3. Welfare, health and safety of pupils Standards met

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Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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School capacity

5. Premises of and accommodation at schools Standards met

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School capacity

6. Provision of information Standards met

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School capacity

7. Manner in which complaints are handled Standards met

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School capacity

8. Quality of leadership in and management of schools Standards met

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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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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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