School etc

Eaton Hall School, Norwich Closed - academy converter Nov. 30, 2012

see new Eaton Hall School, Norwich

Eaton Hall School, Norwich
Pettus Road

phone: 01603 *** ***

headteacher: Miss Valerie Theresa Moore


school holidays: via Norfolk council

— 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 #

rooms to rent in Norwich

Schools nearby

  1. Eaton Hall School, Norwich NR47BU (50 pupils)
  2. 0.4 miles Colman Junior School NR47AU (241 pupils)
  3. 0.4 miles The Clare School NR47AU (96 pupils)
  4. 0.5 miles Colman Infant School NR47AW (176 pupils)
  5. 0.5 miles Northfields First and Nursery School, Norwich NR47DS
  6. 0.5 miles Bluebell Primary School NR47DS (251 pupils)
  7. 0.6 miles St Thomas More Roman Catholic Junior School NR23QB
  8. 0.6 miles St Francis of Assisi Catholic Primary School NR23QB (490 pupils)
  9. 0.7 miles Blackdale Middle School, Norwich NR47LN
  10. 0.7 miles Fairway First School NR46HT
  11. 0.7 miles The Fairway Middle School NR46HU
  12. 0.7 miles University of East Anglia NR47TJ
  13. 0.7 miles Eaton Primary School NR46HU (381 pupils)
  14. 0.7 miles Eaton Primary School NR46HU
  15. 0.8 miles City Academy Norwich NR47LP (803 pupils)
  16. 0.9 miles Avenue Junior School NR23HP (421 pupils)
  17. 0.9 miles Avenue First School NR23HP
  18. 0.9 miles Heigham Park First School NR23PA
  19. 0.9 miles City of Norwich School NR46PP (1613 pupils)
  20. 0.9 miles Earlham High School NR47NU
  21. 0.9 miles Norwich High School for Girls GDST NR22HU (727 pupils)
  22. 0.9 miles City of Norwich School NR46PP
  23. 1 mile Stretton School at West Lodge NR22DF (93 pupils)
  24. 1 mile The Parkside School, Norwich NR23JA (156 pupils)

List of schools in Norwich

Age group 10–16
Inspection date(s) 1–2 February 2012
Inspection number 380195

Eaton Hall School, Norwich

Inspection report

Unique reference number 121263
Local authority Norfolk
Inspection number 380195
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
Chair Roy Kerrison
Headteacher Valerie Moore
Date of prev ious school inspection 24 November 2008
School address Pettus Road
Telephone number 01603 457480
Fax number 01603 456211
Email address reveal email: off…
Social care unique reference number SC038324
Social care inspector Deirdra Keating

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Inspection team

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.

Inspection judgements

Overall effectiveness 1
Achievement of pupils 1
Quality of teaching 1
Behaviour and safety of pupils 1
Leadership and management 1

Key findings

  • 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
    exceedingly robust.
  • 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.

Main report

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
to improve.

Residential provision

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 Judgement Description
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
Nursery schools 46 46 8 0
Primary schools 8 47 40 5
14 38 40 8
Special schools 28 48 20 4
Pupil referral
15 50 29 5
All schools 11 46 38 6

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
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
Dear Pupils

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.
Yours sincerely
Kathy Hooper
Lead inspector


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