Harford Manor School, Norwich

summary 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. Harford Manor, Norwich i INFORMATION ABOUT THE SCHOOL

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school is involved in several national initiatives and in recent years has received

a good number of nationally recognised awards. Harford Manor, Norwich ii INFORMATION ABOUT THE INSPECTION TEAM

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school is involved in several national initiatives and in recent years has received

Members of the inspection team Subject responsibilities

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Publications Centre (telephone 07002 637833) or Ofsted’s website

(www.ofsted.gov.uk). Harford Manor, Norwich iii REPORT CONTENTS

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Publications Centre (telephone 07002 637833) or Ofsted’s website

PART B: COMMENTARY ON THE MAIN INSPECTION FINDINGS

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Pupils’ attitudes, values and other personal qualities

QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 6

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Partnership with parents, other schools and the community

PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING, SUBJECTS AND COURSES 12

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Partnership with parents, other schools and the community

AREAS OF LEARNING IN THE FOUNDATION STAGE

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Partnership with parents, other schools and the community

SUBJECTS IN KEY STAGES 1, 2, 3, 4 AND IN FURTHER EDUCATION

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Partnership with parents, other schools and the community

PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS 24 Harford Manor, Norwich 1 PART A: SUMMARY OF THE REPORT

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Partnership with parents, other schools and the community

This is a very effective school, where the well being of all pupils assumes the

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a very high quality. Strong and gifted leadership and informed management

have led to the development of a highly motivated and very effective staff team.

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The school has received many prestigious awards for its work and gives very

The school’s main strengths and weaknesses are:

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The school has received many prestigious awards for its work and gives very

• When pupils leave the school they are very well prepared for adult life. • The leadership is visionary, clearly focussed upon pursuing the best possible outcomes for pupils. • Virtually all teaching is good or better, anything less than good is a rarity. • The very good curriculum is exceptionally well enriched by a wide range of clubs, visits and out of school activities. • Excellent links with other schools have been established and with the local

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school relentlessly seeks self-improvement, seeking and taking good account of

outside views in order to provide as well as possible for all pupils.

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school relentlessly seeks self-improvement, seeking and taking good account of

in relation to individual targets in: Pupils’ achievement at the end of: Subjects of the curriculum personal and social education Year 2 Good Very good Year 6 Good Very good Year 9 Good Very good Year 11 Good Very good Year 13 Very good Very good Inspectors make judgements in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor.

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school relentlessly seeks self-improvement, seeking and taking good account of

Achievement is very good. Pupils are meeting personal targets with a very high rate of success. Achievement is especially good for pupils over the age of 16.

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their individual needs are well recognised by teachers. There has been progress

and improvement since the previous inspection.

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their individual needs are well recognised by teachers. There has been progress

Pupils’ personal qualities, including their spiritual, moral, social and cultural development, are very well promoted and developed. Pupils are delightful, being very well

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career in special education as a result of their experiences in the school, and

because they have been impressed by the personal qualities of the pupils. Pupils attend whenever their health permits, and punctuality is very good.

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career in special education as a result of their experiences in the school, and

The quality of education provided by the school is very good. Teaching is very good overall. Parents’ confidence in the high quality of teaching is well justified.

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with other schools and the local community open up many valuable

opportunities for pupils and staff from both sides. Harford Manor, Norwich 3 LEADERSHIP AND MANAGEMENT

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with other schools and the local community open up many valuable

Leadership, management and governance are all very good. The headteacher’s

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unnecessary administration and paperwork, allowing them to concentrate on

PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL

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relationship with parents. Nearly all pupils say they like the school. They feel

they are learning a great deal and that lessons are interesting and fun. Harford Manor, Norwich 4 IMPROVEMENTS NEEDED

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identifying features that need some improvement, with the result that standards

are never allowed to slip to a point where they cause concern. Harford Manor, Norwich 5 PART B: COMMENTARY ON THE INSPECTION FINDINGS

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identifying features that need some improvement, with the result that standards

Standards achieved in areas of learning, subjects and courses

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identifying features that need some improvement, with the result that standards

• Pupils achieve a very good number of the challenging individual targets they are set. • Achievement is very good in PSHE. • The achievement of students in further education is very good. • Achievement in all of the main subjects of the National Curriculum is good; it

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is very good in art and design, music, physical education and work related

1. Pupils are set individual targets for literacy, numeracy, ICT, PSHE and individual learning skills. As of this term, targets for inclusion are also being set.

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per cent of targets are achieved, 25 per cent partially achieved and 5 per cent

2. Pupils’ very good achievement in PSHE is the result of a very well organised

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development at lunch and breaktimes or before and after school. This focus

extends into all lessons, irrespective of the main subject being taught.

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pupils to fulfil their potential and being equipped with the skills and knowledge

they need to strengthen and enrich their lives.

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pupils to fulfil their potential and being equipped with the skills and knowledge

3. Students in further education achieve very well. They continue to study

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and World of Work. Several also gained qualifications in leisure, environment,

4. Achievement in English, mathematics, science, information and

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and nearly all make steady progress until the time they leave. Occasionally,

Pupils’ attitudes, values and other personal qualities

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Pupils’ attitudes, behaviour, attendance and punctuality are very good. The

spiritual, moral, social and cultural development of pupils is also very good.

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Pupils’ attitudes, behaviour, attendance and punctuality are very good. The

• Pupils make very good progress in working towards becoming more independent; they grow in confidence and become more mature. • There are very good systems in place to teach pupils how to behave well. • Provision for pupils’ spiritual, moral, social and cultural development is very good.

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Pupils’ attitudes, behaviour, attendance and punctuality are very good. The

5. Pupils enjoy coming to school and show remarkably positive attitudes to learning and school life. Absence is nearly all accounted for by illness. Punctuality is very good because the transport is efficient and brings pupils to school in good time. Pupils waste no time in getting to lessons and settle quickly to work. Pupils are enthusiastic about many features of school life, including annual productions and club activities.

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Pupils’ attitudes, behaviour, attendance and punctuality are very good. The

Attendance in the latest complete reporting year (%) Authorised absence Unauthorised absence School data 92 School data 0 National data N/A National data N/A The table gives the percentage of half days (sessions) missed through absence for the latest complete Harford Manor, Norwich 7 reporting year.

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Pupils’ attitudes, behaviour, attendance and punctuality are very good. The

6. Despite the complexity of their special needs, pupils’ behaviour in and around school is very good. This is because all staff have a very good understanding of each pupil’s personality. They work very effectively to minimise potential problems and provide pupils with very good guidance and support. Visits to places of interest are an essential part of the school routine; the visits extend pupils knowledge of the locality, but also reinforce the expected behaviours in the wider community very well. At all times staff provide very good models for behaviour. Their very good relationships with pupils are influential in developing pupils’ personal qualities. Through the good examples of adults, pupils form strong friendships, learn to be sensible, good humoured and to help each other. The school is free from any form of harassment, which allows pupils to grow in confidence and self-esteem. There have been no exclusions in recent

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Pupils’ attitudes, behaviour, attendance and punctuality are very good. The

7. Provision for pupils’ personal development is very good. Religious

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give pupils, without doing too much for them. In this way, independence is

strongly fostered. Harford Manor, Norwich 8 8. Moral and social values are very strongly promoted. Pupils clearly

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the older pupils, understanding of good citizenship is developed well through

fund-raising for charities: the present project is to help a local animal sanctuary.

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Ancient Greeks. World Cup day was used effectively to extend pupils’

knowledge of the participating countries.

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Ancient Greeks. World Cup day was used effectively to extend pupils’

QUALITY OF EDUCATION PROVIDED BY THE SCHOOL

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pupils of primary age and for those in further education than for those pupils of

• Teachers and instructors are especially good at balancing the promotion of personal development with learning about the subjects of the curriculum. • Teaching assistants make a very strong contribution to pupils’ learning and personal development. • Staff use a wide range of resources to make learning interesting.

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pupils of primary age and for those in further education than for those pupils of

9. It is the sheer regularity of good and better teaching, with the virtual

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absence of any that is less than good, that informs the view that teaching

overall is very good and significantly improved since the previous inspection.

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pupils’ work, with careful assessments to show pupils’ work to best advantage

and to demonstrate the progress they are making.

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pupils’ work, with careful assessments to show pupils’ work to best advantage

Summary of teaching observed during the inspection in 50 lessons Excellent Very good Good Satisfactory Unsatisfactory Poor Very poor 0 20 (40%) 29 (58%) 1 (2%) 0 0 0 The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons; figures in brackets show percentages where 30 or more lessons are seen.

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pupils’ work, with careful assessments to show pupils’ work to best advantage

10. There is an exceptionally strong team of teaching assistants and classroom helpers. Several teaching assistants are currently registered as instructors and are undergoing training to become teachers. The newly qualified teacher on the staff was previously a teaching assistant in the school. Lessons taught by instructors are almost always comparable to the high quality teaching observed elsewhere. Teaching assistants are very carefully deployed to help individuals and small groups. All the assistants have a very good understanding of pupils and their needs and contribute equally well to teaching and learning as they do to care and guidance. In groups for autistic spectrum disorder (ASD) pupils the assistants are particularly adept at managing the extreme behaviour that is occasionally encountered. The quality of teamwork is especially strong in further education groups where young, energetic and

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pupils’ work, with careful assessments to show pupils’ work to best advantage

cheerful teaching assistants are well in tune with the students, providing them with just the right banter and stimulus that these students need to prepare them for leaving school.

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pupils’ work, with careful assessments to show pupils’ work to best advantage

11. Nearly all lessons are characterised by a wide range of activities that

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commitment to use technological aids in a wide variety of ways to support

pupils’ communication and their learning.

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activities outside the classroom. There are many good resources and the

• Enrichment of the curriculum is exceptional. Harford Manor, Norwich 10 • The curriculum is made relevant to the lives of pupils. • Resources are good. • Accommodation is satisfactory overall, but it is best suited to pupils of primary school age.

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activities outside the classroom. There are many good resources and the

12. The curriculum takes careful account of guidance offered in the National Curriculum guidelines and in the national strategies for pupils in Years 1 to 11.

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are enabled to think about designs for their own recreation area in addition to

13. The local community is used as an extension of the classroom, and pupils

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community and schools allows pupils to learn alongside pupils in local primary

14. Well-qualified teachers are very effectively supported throughout the

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to compensate for the inadequacies of the school hall. The school provides an

equally broad curriculum for pupils who have additional special needs.

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Emphasis is appropriately placed on the development of communication skills

and to the physical care needed by these pupils. Harford Manor, Norwich 11 Care, guidance and support

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Pupils’ care, their welfare, health and safety are all very good. Careful

monitoring ensures that the pupils are supported, advised and guided very well.

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Pupils’ views are regularly sought and, through the very good Student Council,

• Each pupil has many adults who they implicitly trust and who they can approach in times of difficulty. • Great care is taken to ensure the health, safety and well being of the pupils. • Pupils’ personal and academic progress is very closely monitored and pupils are very well prepared for leaving school. • Pupils’ views are frequently sought and listened to; they are valued and taken into account in improving the school.

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Pupils’ views are regularly sought and, through the very good Student Council,

15. Members of staff understand pupils very well. This is apparent at all levels

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people are always available during the school day. This is one of the great

strengths of the school and the feeling of “family” support is very evident.

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Outside agencies are also extremely supportive with many multi-agency links,

including connections with organisations representing pupils with autism.

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is extremely good, deserving special mention for the way in which it contributes

to pupils being able to improve their communication skills.

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is extremely good, deserving special mention for the way in which it contributes

16. Governors have been fully involved in ensuring that very good health and safety procedures are in place. Thorough risk assessments are undertaken.

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aid procedures are efficient. All of these features ensure that the pupils are

provided with a very safe and secure environment.

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aid procedures are efficient. All of these features ensure that the pupils are

17. Careful, comprehensive monitoring of pupils’ progress ensures that they are

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particularly good and the link with Connexions is excellent. There are very good

procedures for welcoming new pupils to school. Harford Manor, Norwich 12 18. The school seeks pupils’ views on a regular day-to-day basis and also

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been taken fully into account by the school. Parents are full of praise for the

work of the school, and feel that their children are looked after extremely well.

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The high standards observed at the previous inspection have been maintained

Partnership with parents (including carers), other schools and the community

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The school has very close links with parents. Links with the community and

with other schools and colleges are excellent.

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The school has very close links with parents. Links with the community and

• Parents are kept exceptionally well informed about their children’s progress and are involved as fully as possible in their children’s education. • Extensive links with the community open up many valuable opportunities for pupils. • The school has close and very productive relationships with other schools

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and local colleges; this opens up many opportunities for pupils and staff, and

19. Parents are strongly supportive of the school. The prospectus is

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through the school’s own questionnaire; the comments received are promptly

20. The Harford Manor Friends’ Association is very active and organises a wide

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multi-agency approach to them has been formed. A wide range of local

organisations use the school premises for events, parties and meetings.

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multi-agency approach to them has been formed. A wide range of local

21. Links with other schools and colleges are excellent. The school has

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visiting staff, but the pupils themselves benefit by being made aware, not only

of their neighbours’ disabilities, but of their achievements in overcoming them.

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with colleges are particularly beneficial to the older pupils who attend courses

at the colleges and, in some cases, enrol at them after they leave school.

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Productive links with the University of East Anglia open up very good

opportunities for pupils to make good use of its excellent facilities. LEADERSHIP AND MANAGEMENT

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Leadership, management and governance are all very good. The headteacher’s

leadership is outstanding. The leadership of other key staff is very good.

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Leadership, management and governance are all very good. The headteacher’s

• The headteacher displays excellent qualities of leadership and is the main driving force behind the success of the school. • Hugely improved governance is now a very strong factor in the management of the school. • Effective staff development is a particular strength of the school. • Financial management is very good.

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Leadership, management and governance are all very good. The headteacher’s

22. The headteacher provides excellent leadership. He has a clear vision for

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team leaders of talent and energy. He delegates responsibility very well and

provides appropriate support, confidence and encouragement to empower staff.

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The effectiveness of his leadership is confirmed by the improvements he has

made, based on the findings and recommendations of the previous inspection.

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received many influential awards, including Investors in People, Artsmark and

23. The governing body has made significant improvements since the last

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the full governing body. The chair of governors provides excellent support to

the headteacher, meeting him every other week in term time.

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the full governing body. The chair of governors provides excellent support to

24. A major strength of management is its success in staff development. The

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training opportunities closely linked to the needs of the school, particularly that

of meeting the challenge of a changing population.

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the National Agreement on workforce reform. This is another reason why staff

25. The headteacher and finance officer manage the school’s finances very

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improvements. The headteacher and governors make well informed spending

decisions to ensure priorities identified in the School improvement Plan are met.

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The principles of Best Practice are embedded in the school’s practice. The

school provides very good value for money.

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The principles of Best Practice are embedded in the school’s practice. The

Financial information for the year April 2003 to March 2004 Income and expenditure (£) Balances (£) Total income 1,235,991.0 Balance from previous year 76,341.00 Harford Manor, Norwich 15 Total expenditure 1,219,441.0 Balance carried forward to the next 72,000.00

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The principles of Best Practice are embedded in the school’s practice. The

Expenditure per pupil 16,048.00 Harford Manor, Norwich 16 PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING, SUBJECTS AND COURSES

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The principles of Best Practice are embedded in the school’s practice. The

AREAS OF LEARNING IN THE FOUNDATION STAGE

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The principles of Best Practice are embedded in the school’s practice. The

Provision in the Foundation Stage is good.

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The principles of Best Practice are embedded in the school’s practice. The

• Individual learning needs are well met because the conscientious approach to assessing children’s skills provides very good quality information. • The team approach to behaviour management is highly successful. • The development of children’s communication skills is given high priority.

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The principles of Best Practice are embedded in the school’s practice. The

26. Children in the Foundation Stage achieve well in all areas of learning. The

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result is a collaborative approach from all adults focusing very specifically on

children’s individual learning needs. Teaching is consistently of high quality.

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Constant observation of children’s responses and detailed records of children’s

progress form the bedrock of this provision. The quality of care is very good.

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expectations of behaviour and are alert to children’s physical needs. Children

are happy; they enjoy the interactions with adults and try very hard to please.

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At the time of the last inspection there were no reception-aged children so there

27. It is appropriate that the school should place a very high emphasis on the

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the happy atmosphere, encourages the children’s spiritual, moral, social and

28. The school provides a very good induction programme that reflects the care

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the room limits movement for adults as they move children from one activity to

another. Harford Manor, Norwich 18 SUBJECTS AND COURSES IN KEY STAGES 1, 2, 3, 4 AND IN FURTHER EDUCATION

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analysed. One French lesson was seen, pupils’ work was checked and there was

• The teaching and learning of English are good throughout the school. • A good curriculum is further strengthened by a very good programme of visits, of visitors, outings and the use of drama and role-play. • Pupils achieve very well from their different starting points, particularly in communicating, speaking and listening. • Assessment does not give a clear enough picture of pupils’ progress.

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analysed. One French lesson was seen, pupils’ work was checked and there was

29. The teaching of English observed during the inspection was never less than good. It was often very good in the primary and further education departments.

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education it is strongest because work is targeted particularly well to meet the

30. The school’s use of all forms of augmentative and additional communication

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make very good progress in developing their interest in and communication with

31. Children’s communicative and early literacy skills are inevitably delayed on

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they are better able to relate to adults and peers and to improve their access to

32. Although there is a wide range of ability in each year group, pupils make

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teachers and teaching assistants is seamless and makes a significant

33. Leadership and management are good. The new co-ordinator is

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presented and shows the progress they are making. When less care is taken,

such as in the secondary classes, it is more difficult to judge progress.

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presented and shows the progress they are making. When less care is taken,

Language and literacy across the curriculum

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miss any opportunity to reinforce pupils’ communication and are highly sensitive

34. The lesson seen was well taught. The instructor ensured that all pupils

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language school offers and the involvement of partnership students in a

European Project being started by pupils.

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language school offers and the involvement of partnership students in a

Seven lessons were seen covering all year groups and further education. In addition, inspectors looked at pupils’ work and records and met with the mathematics co- ordinator.

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language school offers and the involvement of partnership students in a

• Teaching of mathematics is of a consistently good quality; as a result pupils achieve well and make good progress. • Pupils’ very positive attitudes to learning contribute to their good achievements. • The subject is well led and managed. • Numeracy across other subjects is an area for further development. Harford Manor, Norwich 21 Commentary

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language school offers and the involvement of partnership students in a

35. The quality of teaching and learning in mathematics is consistently good,

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ensures everyone is engaged and included. Assessment is good, and the close

monitoring of pupils’ progress is used well to plan for the next stage of learning.

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understanding and use of the language of mathematics. Information and

communication technology (ICT) is used well to reinforce number bonds.

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achievement. There is no significant difference in the progress of girls and boys

or between that of pupils with different special educational needs.

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achievement. There is no significant difference in the progress of girls and boys

36. Pupils try hard and achieve well in lessons because teachers maintain

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two higher attaining pupils follow a course in a local secondary school leading to

Oxford, Cambridge and RSA Examinations (OCR) Entry Level accreditation.

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pairs and small groups. Consequently, they collaborate well, share equipment,

learn to take turns, value one another’s ideas and join in one another’s success.

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pairs and small groups. Consequently, they collaborate well, share equipment,

37. Leadership and management of the subject are good. There has been

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skills being promoted in other subjects. Most arose incidentally and were not

routinely part of all teachers’ planning. Harford Manor, Norwich 23 SCIENCE

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skills being promoted in other subjects. Most arose incidentally and were not

Seven science lessons were seen. Samples of pupils’ work were analysed.

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Teachers’ records were looked at and there was a discussion with the subject

Provision in science is good; it is very good for pupils of primary school age.

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Teachers’ records were looked at and there was a discussion with the subject

• The work of primary aged pupils is well organised and presented and gives clear evidence of very good achievement. • There is a good emphasis on practical work. • The subject is developing well. • The work of pupils in Years 7 to 11 needs closer monitoring.

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Teachers’ records were looked at and there was a discussion with the subject

38. Teaching and learning are good overall. In Years 1 to 6, pupils’ files contain many examples of very good work. This is very carefully presented to give a clear record of their very good achievement. Many very good teaching skills are evident. Individual pieces of work are usually carefully marked and accompanied by teachers’ notes, which describe what the work is about and what the individual has achieved by completing it. Extensive use is made of digital cameras to record pupils working and the results of their labours. This is most important for those pupils who are unable to record work for themselves. Pieces of work in pupils’ files are frequently assessed using ‘p’ levels to help gauge what stage of understanding the pupil is at and what progress is being made. Good achievement and teaching are seen throughout the rest of the school, but records are less precise and teachers slightly less confident about what they are

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Teachers’ records were looked at and there was a discussion with the subject

teaching. This results, occasionally, in opportunities being lost to stress the ‘scienceness’ of practical work by encouraging closer observation and making better comparisons.

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Teachers’ records were looked at and there was a discussion with the subject

39. For all age groups, nearly every lesson involves some practical work. Pupils

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contribute to this to different degrees, but each is encouraged to participate to

the full, often with the help of skilled, carefully deployed teaching assistants.

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paper. This got off to a slow start and there was not enough pupil involvement,

with the result that several quickly lost interest. Harford Manor, Norwich 24 40. The subject has a new leader this year. She has quickly evaluated the

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compensate for the lack of a science laboratory in the school. This is particularly

aimed at making better provision for higher attaining secondary aged pupils.

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aged pupils, was identified as an area of weakness by the last inspection. There

has been substantial improvement since then. Harford Manor, Norwich 25 INFORMATION AND COMMUNICATION TECHNOLOGY

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communication was noted in many other lessons. Pupils’ work was looked at

and there was a discussion with the subject leader.

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communication was noted in many other lessons. Pupils’ work was looked at

• The ICT curriculum is broad, balanced and very relevant to pupils’ needs. • The subject is used very well to facilitate pupils’ communication. • Leadership and management are very good. • There is a good commitment to use ICT in a wide variety of ways to support pupils’ communication and their learning.

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communication was noted in many other lessons. Pupils’ work was looked at

41. Teaching and learning in ICT is good. During the inspection there were

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cameras. The provision of special access devices ensures equality of opportunity

42. As pupils get many opportunities to refine their skills, they achieve well at

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photocopier, and camcorder, and are aware of how information technology

43. Communication throughout the school is supported very well by the use of

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symbol banks to facilitate writing. A number of skilled learning support

assistants provide support to further develop these skills. Harford Manor, Norwich 26 44. Leadership and management of the subject are very good. The curriculum

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school’s practice. The subject provision is organised well and the co-ordinator is

very aware of its strengths and weaknesses.

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school’s practice. The subject provision is organised well and the co-ordinator is

Information and communication technology across the curriculum

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school’s practice. The subject provision is organised well and the co-ordinator is

45. Teachers are very good at planning opportunities for pupils to develop ICT

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students in further education use symbol communication programs to produce,

for example, instructions for making tea and washing up.

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pupils past work was analysed and a discussion was held with the subject

46. The previous report stated that progress was satisfactory and very good

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to school life by considering practical ways of improving the school environment

through economising with electricity and reorganising the school garden.

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to school life by considering practical ways of improving the school environment

47. Pupils learn about the passage of time by comparing old and new artefacts

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and presented than that of secondary aged pupils. As a result, it makes it easier

for teachers to demonstrate the progress that individuals are making.

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and presented than that of secondary aged pupils. As a result, it makes it easier

Provision in religious education is good.

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and presented than that of secondary aged pupils. As a result, it makes it easier

• Consistently good teaching of RE leads to pupils achieving well. • Very good subject management has resulted in considerable improvement since the last inspection. • Good opportunities are provided for pupils’ personal reflection and spiritual development.

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and presented than that of secondary aged pupils. As a result, it makes it easier

48. There has been considerable improvement in provision since the last

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assemblies are linked to the curriculum and the subject has high status within

49. Pupils achieve well in lessons and make good progress over time. This is

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by one of the support staff, enhances the teaching about many different faiths,

50. A particular feature of religious education lessons is the way in which all

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music created a delightful atmosphere where pupils reflected on the day’s

events, especially on how helpful and caring they had been to each other.

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were looked at and reports of pupils’ progress were analysed. There were

several discussions with pupils, teachers and visitors.

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were looked at and reports of pupils’ progress were analysed. There were

Provision in art and design is very good.

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were looked at and reports of pupils’ progress were analysed. There were

Main strengths and weaknesses Harford Manor, Norwich 29 • Very good links with other subjects enliven the whole curriculum. • Very good teaching of pupils in Years 1 to 6 results in their very good achievement. • Art provision makes a very good contribution to pupils’ spiritual and cultural development.

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were looked at and reports of pupils’ progress were analysed. There were

51. Pupils achieve very well in this subject. The scheme of work is of good

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managed. The subject leader monitors pupils’ progress in the subject and

ensures visiting artists feature regularly in the school curriculum.

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managed. The subject leader monitors pupils’ progress in the subject and

52. Throughout the school pupils are given good opportunities to appreciate

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chalks, pastels, fluorescent and pearlised paints, helping pupils to gain in

confidence and communicate their ideas creatively.

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chalks, pastels, fluorescent and pearlised paints, helping pupils to gain in

53. The very good achievement of pupils, especially in Years 1 to 6 is based on

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observational skills. The varied and interesting experiences provided in art and

design contribute very well to pupils’ spiritual and cultural development. Harford Manor, Norwich 30 Design and technology

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observational skills. The varied and interesting experiences provided in art and

54. The observed teaching and learning was good. A scrutiny of photographic

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opportunities to experience movement combined with the motivating use of a

55. Currently, the headteacher oversees the subject. Schemes of work are in

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food technology, there is no specialist room for design and technology for pupils

beyond Year 7. This limits the range of work that pupils can undertake.

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food technology, there is no specialist room for design and technology for pupils

• The school provides very good opportunities for pupils to listen to a varied range of music. • The subject contributes very well to pupils’ spiritual, social and cultural development. • The music curriculum is enriched by the opportunities for pupils to perform in after-school clubs and around the community. Harford Manor, Norwich 31 Commentary

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food technology, there is no specialist room for design and technology for pupils

56. Pupils throughout the school achieve very well in music. The good

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photographs show pupils of all ages choosing instruments, learning to maintain

beat and rhythm and exploring the range of effects that can be created.

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given as a sign of change to a new activity, pupils respond very well, recognising

familiar tunes and following adult prompts to comply with teachers’ requests.

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given as a sign of change to a new activity, pupils respond very well, recognising

57. Teaching is strong. During the inspection, pupils in further education

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required the whole class to sing and play instruments. Thoughtful planning

ensured that Big Mac technical aids were available for those who needed them.

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required the whole class to sing and play instruments. Thoughtful planning

58. The school is rightly proud of the Performing Arts and Drum Club initiatives,

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very good achievement in music. The subject contributes very well to pupils’

spiritual, social and cultural development.

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looked at pupils’ assessments and Record of Achievement files and met with the

Provision for physical education is very good.

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looked at pupils’ assessments and Record of Achievement files and met with the

Main strengths and weaknesses Harford Manor, Norwich 32 • Teaching physical education is almost always by specialists who bring quality and high expectations to the subject. • Pupils make very good progress across a wide range of activities. • The subject is very well led and managed.

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looked at pupils’ assessments and Record of Achievement files and met with the

59. The quality of teaching is of a very high standard, and this results in

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skills and behaviour for pupils to copy. Appropriate attention is paid to personal

care and hygiene issues such as changing and showering.

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skills and behaviour for pupils to copy. Appropriate attention is paid to personal

60. In hydrotherapy, PMLD pupils relax and enjoy the freedom that warm

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competition and good sporting behaviour. In this way the subject makes a good

contribution to pupils’ personal, moral, social development.

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competition and good sporting behaviour. In this way the subject makes a good

61. Leadership and management of the subject are very good. The curriculum is broad and balanced and supported by good assessment procedures.

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Improvements since the last inspection include a greater use of community

amenities and the facilities of other schools, and a greater range of activities.

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provision and identifies priorities for the future that will sustain these high

PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

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made. An inspector met with the citizenship/PSHE co-ordinator

Provision for PSHE and citizenship is very good.

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made. An inspector met with the citizenship/PSHE co-ordinator

• A strong emphasis is placed on pupils’ personal and social development throughout the school. • Excellent links with schools and the community provide many opportunities for pupils to take part in citizenship activities. • The subject is well led and managed. • Informal aspects of PSHE permeate every area of the curriculum.

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made. An inspector met with the citizenship/PSHE co-ordinator

62. A large amount of curriculum time is devoted to PSHE and this is fully

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others are expected to observe how to look for traffic when crossing the road or

to ask a shop assistant for help when buying an item.

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others are expected to observe how to look for traffic when crossing the road or

63. Pupils have very good opportunities to learn about the world outside of

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involvement in decision-making. As part of their citizenship programme, pupils

over the age of 16 take part in charitable fund-raising for an animal sanctuary.

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curriculum, embrace every aspect of the school and fully endorse the aims of the

64. Leadership and management of the subject by a new co-ordinator are very

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Schools Award in recognition of its work in this area. The subject was not

reported in detail in the last inspection.

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Schools Award in recognition of its work in this area. The subject was not

Provision for work related learning is very good.

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Schools Award in recognition of its work in this area. The subject was not

• A range of visits supports the curriculum very well. • Links with the Connexions personal adviser are very good.

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Schools Award in recognition of its work in this area. The subject was not

65. There is a comprehensive work experience programme and very good use is made of the local community to give pupils first-hand experiences.

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allows them to become as independent as possible, with the social skills and

knowledge for them to function in the community. Harford Manor, Norwich 35 PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

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allows them to become as independent as possible, with the social skills and

Inspection judgement Grade The overall effectiveness of the school 2 How inclusive the school is 2 How the school’s effectiveness has changed since its last inspection 2 Value for money provided by the school 2

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allows them to become as independent as possible, with the social skills and

Overall standards achieved 2 Pupils’ achievement 2

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allows them to become as independent as possible, with the social skills and

Pupils’ attitudes, values and other personal qualities 2 Attendance 2 Attitudes 2 Behaviour, including the extent of exclusions 2 Pupils’ spiritual, moral, social and cultural development 2

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allows them to become as independent as possible, with the social skills and

The quality of education provided by the school 2 The quality of teaching 2 How well pupils learn 2 The quality of assessment 3 How well the curriculum meets pupils needs 2 Enrichment of the curriculum, including out-of-school activities 1 Accommodation and resources 3 Pupils’ care, welfare, health and safety 2 Support, advice and guidance for pupils 2 How well the school seeks and acts on pupils’ views 2 The effectiveness of the school’s links with parents 2 The quality of the school’s links with the community 1 The school’s links with other schools and colleges 1

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allows them to become as independent as possible, with the social skills and

The leadership and management of the school 2 The governance of the school 2 The leadership of the headteacher 1 The leadership of other key staff 2 The effectiveness of management 2 Inspectors make judgements on a scale: excellent (grade 1); very good (2); good (3); satisfactory (4); unsatisfactory (5); poor (6); very poor (7).

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