Eaton Hall School, Norwich Closed - academy converter Nov. 30, 2012
phone: 01603 *** ***
headteacher: Miss Valerie Theresa Moore
— Community Special School
- Establishment type
- Community Special School
- Establishment #
- Close date
- Nov. 30, 2012
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 620517, Northing: 307107
- GPS coordinates
- Latitude: 52.617, Longitude: 1.2561
- Accepting pupils
- 5—16 years old
- Ofsted last inspection
- Feb. 1, 2012
- Region › Const. › Ward
- East of England › Norwich South › Eaton
- Urban > 10k - less sparse
- Main specialism
- SEN behavioural, emotional and social development (Operational)
- SEN priorities
- BESD - Behaviour, Emotional and Social Difficulty
- Special classes
- Has Special Classes
- Investor in People
- Committed IiP Status
- Learning provider ref #
- Eaton Hall School, Norwich NR47BU (50 pupils)
- 0.4 miles Colman Junior School NR47AU (241 pupils)
- 0.4 miles The Clare School NR47AU (96 pupils)
- 0.5 miles Colman Infant School NR47AW (176 pupils)
- 0.5 miles Northfields First and Nursery School, Norwich NR47DS
- 0.5 miles Bluebell Primary School NR47DS (251 pupils)
- 0.6 miles St Thomas More Roman Catholic Junior School NR23QB
- 0.6 miles St Francis of Assisi Catholic Primary School NR23QB (490 pupils)
- 0.7 miles Blackdale Middle School, Norwich NR47LN
- 0.7 miles Fairway First School NR46HT
- 0.7 miles The Fairway Middle School NR46HU
- 0.7 miles University of East Anglia NR47TJ
- 0.7 miles Eaton Primary School NR46HU (381 pupils)
- 0.7 miles Eaton Primary School NR46HU
- 0.8 miles City Academy Norwich NR47LP (803 pupils)
- 0.9 miles Avenue Junior School NR23HP (421 pupils)
- 0.9 miles Avenue First School NR23HP
- 0.9 miles Heigham Park First School NR23PA
- 0.9 miles City of Norwich School NR46PP (1613 pupils)
- 0.9 miles Earlham High School NR47NU
- 0.9 miles Norwich High School for Girls GDST NR22HU (727 pupils)
- 0.9 miles City of Norwich School NR46PP
- 1 mile Stretton School at West Lodge NR22DF (93 pupils)
- 1 mile The Parkside School, Norwich NR23JA (156 pupils)
|Inspection date(s)||1–2 February 2012|
Eaton Hall School, Norwich
|Unique reference number||121263|
|Inspection dates||1–2 February 2012|
|Lead inspector||Kathy Hooper|
This inspection of the school was carried out under section 5 of the Education Act 2005.
The inspection of boarding provision was carried out under the Children Act 1989, as amended by the
Care Standards Act 2000, having regard to the national minimum standards for boarding schools.
|Type of school||Special|
|School category||Community special|
|Age range of pupils||10–16|
|Gender of pupils||Boys|
|Nu mber of pupils on the school roll||44|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||24 November 2008|
|School address||Pettus Road|
|Telephone number||01603 457480|
|Fax number||01603 456211|
|Social care unique reference number||SC038324|
|Social care inspector||Deirdra Keating|
You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding which
schools to inspect and when.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for
the link on the main Ofsted website: www.ofsted.gov.uk
|Kathy Hooper||Additional inspector|
|Deirdra Keating||Social care inspector|
This inspection was carried out with two days’ notice. Ten lessons were seen. These
were taught by eight teachers, over a period of five hours. Meetings were held with
groups of pupils, staff and members of the governing body. Inspectors took account
of the responses to the on-line questionnaire (Parent View) in planning the
inspection and observed the school’s activities. They looked at pupils’ work, heard
them read, and analysed the school’s data on their progress. They examined the
school’s monitoring records and minutes of meetings. One questionnaire from a
parent, 43 from staff and 23 from pupils were analysed.
Information about the school
This smaller than average school has specialist special school status. It admits boys
aged nine to 16 years, who have behavioural, emotional and social difficulties. All
pupils have a statement of special educational needs, and a higher than average
proportion is known to be eligible for free school meals. The majority of pupils are of
White British heritage, with very few from minority ethnic groups. It is a lead school
for the 14 to 16 years Foundation Learning programme for the central area of
Norfolk, and supports a number of local schools. It has achieved Healthy Schools
Status, Artsmark, Eco Schools, Sportsmark, Investors in People, Team Teach Gold,
and Norfolk Steps in positive management of behaviour. The school has residential
facilities for 27 pupils. Key Stage 2 and 3 pupils are housed in purpose built
accommodation attached to the school building. Older pupils use a converted
Victorian house off-site but nearby, where they have independence training.
|Achievement of pupils||1|
|Quality of teaching||1|
|Behaviour and safety of pupils||1|
|Leadership and management||1|
- This is an outstanding school.
- Pupils achieve outstandingly well in all key stages. Although they arrive with
low levels of literacy and numeracy, they make exceptionally rapid progress in
both their academic development and their behaviour.
- Parents and carers are delighted by the speed with which both learning and the
behaviour of their sons improve.
- All pupils leave with recognised qualifications in English, mathematics and
science, and a very wide range of academic and vocational awards. All go on to
further education at the end of Year 11.
- Pupils’ spiritual, moral, social and cultural development is exceptionally well
promoted and their personal development is outstanding. This is because pupils
are supported through an exceptionally rich curriculum, which pervades the
school and the residential setting. It is also due to the school’s excellent ethos
of high expectations and the value it places on individual achievement.
- Teaching is outstanding because pupils are skilfully engaged by relevant and
imaginative experiences. Occasionally, teachers miss opportunities to support
and extend pupils’ literacy skills.
- Pupils’ behaviour and safety are outstanding and safeguarding procedures are
- The senior management team is relentless in its ambitious quest for higher
standards, and is ably supported by school and residential staff. Governors
competently hold the school to account.
- Pupils’ residential experience is outstanding. Strong and focused leadership and
management have ensured exceptionally good links between school and
residential staff. A highly consistent approach to pupils’ education and care
enables them to thrive academically, socially, emotionally and behaviourally.
- Residential staff are deployed to ensure that the safety and well-being of
individual pupils is at the centre of all the school’s work. However, not all
residential staff receive regular appraisal of their work.
What does the school need to do to improve further?
- Ensure a consistent approach to the development of pupils’ literacy in all
- Ensure that all residential staff have regular appraisal/supervision to provide
support and advice for their role.
Achievement of pupils
Outstanding achievement is confirmed by pupils and summed up in a comment from
a parent, ‘My son has been at this school for 10 months. The change in [his]
behaviour, confidence, and self-esteem has been massive.’ A significant number of
younger pupils make good enough progress in their learning and behaviour to be re-
integrated back into mainstream schools. Key Stage 3 pupils achieve a wide range of
accredited awards to ensure their transition on to the next stage of their education.
All Key Stage 4 pupils leave with a qualification in English, mathematics and science
and a considerable number of other qualifications. Each pupil is supported according
to his needs and abilities to achieve his potential. There is no significant difference in
the progress of different groups of pupils and numbers in each are small. The
majority of pupils make exceptional progress because staff help them to adopt very
positive attitudes to learning. The vast majority of pupils acknowledge that they learn
a lot in school. In a Year 8 design and technology lesson, pupils worked highly
productively in pairs using information and communication technology to make an
animation film. They rapidly learned how to use the software and displayed high
levels of social skills as they worked very collaboratively on the task.
Pupils read books regularly and many read for enjoyment. In lessons, such as
English, where information and communication technology is used, higher attaining
pupils write fluently and vividly. However, their writing in lessons across the
curriculum is sometimes brief, poorly constructed and difficult to read. Pupils’
progress is limited in occasional lessons where pupils’ weak literacy is not supported
and extended by the teacher.
Targets for attainment are regularly shared between pupils, school and residential
staff. Pupils often make very rapid progress in their reading because the residential
staff share books with them each day. All pupils spend time in the residential setting
on entry to the school. This allows the staff to work with pupils, families and outside
agencies in order to address individual needs. Boarders acquire many valuable life
skills including shopping, budgeting, cooking, washing, ironing, using public transport
and managing time. This prepares them very well for transition to the next stage of
education and their adult lives.
Quality of teaching
Pupils are frequently fascinated by their learning; this is because teachers plan highly
relevant activities and exciting lessons which make them think, help them solve
problems and develop curiosity. The vast majority of pupils say that teaching is good.
Parents and carers are very grateful to the school for their sons’ progress. Learning is
extended and reinforced through a wide range of trips and visits outside school.
Residential staff make a significant impact on learning because of the high quality
support they give to pupils when they do their homework. Teachers and support
staff, including teaching assistants and residential staff, have high levels of skill in
behaviour management. They work seamlessly and consistently, demonstrating
excellent understanding of each pupil’s needs. Their calm encouragement is
rewarded by pupils’ high levels of perseverance, and respect for staff and their peers.
From Year 9, pupils are entered for accredited courses. This reinforces the pupils’
perception of the relevance of their learning. Lessons make excellent contributions to
pupils’ spiritual, moral and social development. There was real buzz of excitement
and wonder in a science lesson when glucose was burned to demonstrate an
irreversible reaction. Pupils are helped to understand how to do the task as well as
what to do, ensuring success. Literacy skills are well taught in Key Stage 2 lessons,
including the systematic use of letters and sounds. In a geography lesson, all Year 6
pupils understood how the coastline changes due to erosion. They had a good
understanding of specialist vocabulary because the teacher used resources to
support their pronunciation and spelling, gave a practical demonstration, and showed
video clips to reinforce and explain the process. Literacy is not as consistently
reinforced, however, in later key stages.
Pupils’ progress is regularly assessed and levels are agreed between teachers. Data
is used effectively to monitor pupils’ progress. In the best lessons, progress data and
previous learning are used to design highly individual activities and measurable
outcomes to match precisely each pupil's needs and abilities.
Behaviour and safety of pupils
Pupils enter the school with a history of failure and low self-esteem and this is often
demonstrated in their behaviour. Incidents of poor behaviour, following a pupil's
admission, rapidly decline. In the residential setting they develop very constructive
relationships with all staff. Extremely consistent systems for ensuring good behaviour
are well understood by pupils and linked to achievement and rewards across the
school and residential settings. All members of the school understand the school’s
high expectations. Although pupils’ are extremely critical of the behaviour of their
peers that is less than perfect, the majority agree that it is good in their lessons. The
improved behaviour of pupils is captured in a comment from a Year 9 boy who said,
that the school ‘makes you want to get up in the mornings’. At class and annual
report meetings, parents frequently express pleasure in the improvement in their
sons’ improved conduct. In a meeting of the whole school, there was a strong feeling
of community and support for each other. Pupils accepted their achievements
proudly and their peers enthusiastically applauded their successes.
Pupils report that any bullying, including that via the internet or connected with
pupils’ ethnic background, is very well addressed, for example, through circle time
and personal, social emotional and health education lessons. Pupils say that they feel
exceptionally safe in school. Physical interventions are managed safely and reported
appropriately. Opportunities for pupils to record their feelings and reflect on these
incidents promote their personal development very well. Pupils find staff
approachable and reliable. Sanctions and rewards are perceived as fair, and the
‘earnie’ reward scheme is well used and very effective. As a result, pupils make
considerable strides in their personal development and their attitudes to learning.
This is equally as strong in the residence as it is in school. Pupils become very
confident and resilient individuals, as their self-esteem rises. They learn to be
cooperative, helpful, polite and respectful.
Pupils are very well involved in local events, including those in the wider community.
Their experiences help them to value and accept differences as well as understand
society’s expectations of behaviour in public places. Pupils take pride in helping
visitors, staff and one another and have a real understanding about how to keep
themselves safe. A Year 7 pupil spontaneously provided the visitor with a set of
goggles during a science lesson where an experiment was taking place. Year 9 pupils
demonstrated high-level social skills when they expertly cooked and served an
excellent meal to visitors.
Leadership and management
Strong and determined leadership from the headteacher and deputy headteacher
have ensured continuous improvement of both school and residential provision. The
governing body is a significant force within the school. It has been instrumental in
developing the school as a centre of good practice.
Regular staff training and supportive monitoring of teaching have helped to improve
pupils’ learning in lessons. The initiatives adopted to link the residential care to the
work of the school are paying significant dividends in terms of pupils’ progress. The
leadership and management of the residential provision are outstanding. The multi-
disciplinary staff team are well-qualified, effectively supported in their professional
development, and well-focused on pupils’ progress. Individual expertise and
strengths are recognised and deployed thoughtfully. There is a structure for
appraising and supporting the work of staff and daily communication is good.
Nevertheless, staff do not have appraisal sessions as regularly as they should.
The curriculum outstandingly supports pupils’ all round development. The school has
developed vocational facilities and courses that are accessed by local schools,
allowing pupils to mix socially and experience an increasingly wide range of activities.
The impact of the school and residence working so closely together means that
pupils’ spiritual, moral, social and cultural understanding is exceptionally well
developed. Visits locally and abroad provide excellent opportunities for pupils to
appreciate other cultures and ways of life. Excellent monitoring and reflection on
pupils’ achievements ensure that the changing needs of individual pupils are
promptly addressed giving them the very best chance to succeed. Individual rights
and responsibilities are central to the school’s work, allowing each pupil an equal
opportunity to thrive. Safeguarding procedures are extremely robust, highly effective
and embedded thoroughly throughout the school. The school has excellent capacity
The residential experience that pupils receive is outstanding. All national minimum
standards are met.
Pupils make extremely good progress in the residential setting in their academic and
personal development, and they are happy at the school. Parents’ satisfaction with
the provision is summarised in the comment, ‘I am extremely pleased with the
boarding provision and its abilities to assist and develop my son’. Feedback from
placing authorities is also highly positive. Pupils say that staff are fun, and speak with
animation about lessons and evening activities.
The quality of provision and care is outstanding. Pupils benefit from constructive and
positive relationships with staff who provide strong role models. Staff support pupils’
learning as well as their personal development exceptionally well. Catering
arrangements provide for all individual requirements, including birthdays. Pupils learn
to eat well-balanced meals and snacks, and speak confidently about the wide range
of different foods they have tried at school. Pupils are proud of how their manners
have improved since being at the school. Accommodation is of an exceptional
standard. It provides a comfortable, clean and spacious environment while
respecting pupils’ privacy and personal space.
Partnerships with parents promote regular communication and support pupils’ unique
and changing needs. Parents are at ease in the residential setting and are made
National minimum standards
The school meets the national minimum standards for residential special schools.
These are the grades for the residential provision
|Overall effectiveness of the residential exper ience||1|
|Outcomes for residential pupils||1|
|Quality of residential provision and care||1|
|Residential pupils’ safety||1|
|Leadership and management of the residential provision||1|
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
Safety how safe pupils are in school, including in lessons,
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
3 February 2012
Inspection of Eaton Hall School, Norwich, NR4 7BU
Thank you so much for making us very welcome when we visited your school this
week. You are a credit to your school. We found your school to be outstanding
because you are making outstanding progress and you are learning to become well-
mannered and thoughtful young men. You achieve well and gain a wide range of
certificates for your efforts and application. Many of you are rightly proud of your
progress and grateful to the staff for their care and support.
We very much enjoyed visiting your lessons, looking at your work, talking to you
about the school, and hearing you read. We were impressed by your enjoyment of
books. You apply yourself well to your learning, especially when the lessons are
exciting and you understand what you are doing and why. However, not all teachers
help you to develop your literacy skills.
We were extremely impressed by your behaviour. You support each other well to
keep the environment safe and calm. We could see very clearly why you enjoy
coming to school.
All the very good aspects of your school are because it is so well led and managed.
All the adults, in school and residential setting, are highly committed to helping you
to develop as well as possible.
In order to make your school and residential experience even better, we have asked
the staff to:
- make sure that they help you to develop your literacy in every lesson
- ensure that residential staff are supported regularly to help them improve their
You can help them by telling them politely when you do not understand and making
sure that you do your best work in each lesson.