School etc

Fullerton House School

Fullerton House School
Off Tickhill Square
South Yorkshire

phone: 01709 861663

headteacher: Mr D Whitehead

school holidays: via Doncaster council

33 pupils aged 8—19y mixed gender
38 pupils capacity: 87% full

25 boys 76%


5 girls 15%

Last updated: Sept. 29, 2014

— Other Independent Special School

Establishment type
Other Independent Special School
Establishment #
Open date
Aug. 30, 1991
OSGB coordinates
Easting: 449840, Northing: 399256
GPS coordinates
Latitude: 53.488, Longitude: -1.2503
Accepting pupils
8—19 years old
Boarders appr n special
Census date
Jan. 16, 2014
Region › Const. › Ward
Yorkshire and the Humber › Don Valley › Conisbrough and Denaby
Urban > 10k - less sparse
SEN priorities
SLD - Severe Learning Difficulty~ASD - Autistic Spectrum Disorder
Special classes
Has Special Classes
Sixth form
Has a sixth form
Learning provider ref #

rooms to rent in Doncaster

Schools nearby

  1. 0.3 miles Denaby Main Junior School DN124TA
  2. 0.3 miles Denaby Main Infants' School DN124HZ
  3. 0.3 miles St Alban's Catholic Primary School DN124AQ (136 pupils)
  4. 0.3 miles Denaby Main Primary School DN124HZ (218 pupils)
  5. 0.5 miles Rowena Nursery and Infant School DN123JY
  6. 0.5 miles Conisbrough Balby Street Primary School DN124DX (121 pupils)
  7. 0.5 miles De Warenne Academy DN123JY (684 pupils)
  8. 0.5 miles Rowena Academy DN123JY (285 pupils)
  9. 0.6 miles Morley Place Junior School DN123LZ (236 pupils)
  10. 0.6 miles Northcliffe School DN123JY
  11. 0.7 miles Conisbrough Ivanhoe Junior and Infant School DN123LR
  12. 0.7 miles Athelstane School DN123LR
  13. 0.7 miles Pennine View School DN123LR (111 pupils)
  14. 0.7 miles Conisbrough Ivanhoe Primary Academy DN123LR (322 pupils)
  15. 0.8 miles Conisbrough Station Road Primary School DN123DB
  16. 0.8 miles Castle Academy DN123DB (208 pupils)
  17. 1 mile Mexborough Doncaster Road Junior School S640LU (108 pupils)
  18. 1 mile Mexborough Pitt Street Infant School S640LT (165 pupils)
  19. 1.3 mile Windhill Primary School S640PQ (219 pupils)
  20. 1.6 mile Mexborough St John the Baptist CofE Primary School S640BE (186 pupils)
  21. 1.8 mile Mexborough Park Road Infant School S649PH
  22. 1.8 mile Montagu Primary School S649PH (464 pupils)
  23. 1.8 mile Montagu Academy S649PH
  24. 2 miles Mexborough School S649SD (847 pupils)

List of schools in Doncaster

Fullerton House School

Independent school standard inspection report

DfE registration number 371/6011
Unique Reference Number (URN) 106817
Inspection number 393283
Inspection dates 27–28 June 2012
Reporting inspector Honoree Gordon HMI

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Piccadilly Gate
Store Street
M1 2WD

T: 0300 123 1231
Textphone: 0161 618 8524
E: reveal email: enqu…
No. 090070

Independent school standard inspection report


Purpose and scope of the inspection

This inspection was carried out by Ofsted under Section 162A of the Education Act
2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is

to advise the Secretary of State for Education about the school’s suitability for

continued registration as an independent school.

1, 2

Information about the school

Fullerton House School is a residential special school situated in a large village near
Doncaster. The school opened in 1990 and is registered for students between eight
and 19 years of age. It is one of two educational establishments owned and run by
the Hesley Group in the local area for students who have complex needs and
challenging behaviours mainly arising from autism Some aspects of the curriculum
are delivered in conjunction with another establishment, Hesley Village. All students
at Fullerton House School have a statement of educational needs and have
experienced severe barriers to learning. Their primary needs arise from disorders on
the autistic spectrum which have led to challenging behaviour. The majority of
students have severe communication difficulties.
There are currently 29 students on roll, aged between 10 and 19 years. Most are
boys and one third of students are over 16. All but four students reside at the school,
with placements funded by a number of local authorities, usually following the
breakdown of a previous placement. The residential provision at the school was not
part of this inspection.

The school’s prospectus states that the Hesley Group seeks to enhance the lives of
students, to enable them to reach their full potential and to develop as ‘successful
learners, confident individuals and responsible citizens’. The previous inspection of

the education provision was in January 2009.

Evaluation of the school

The quality of education is outstanding. The school meets its aims exceptionally well.
The outstanding curriculum and teaching help students in overcoming the difficulties
arising from their disabilities, so that they enjoy learning and make outstanding

progress. Students’ spiritual, moral, social and cultural development is outstanding,

reflecting the high priority the school accords to this aspect of their work. The school
meets all the regulations for independent schools. It has made good improvement

since its previous inspection, most noticeably in the provision it makes for students’
welfare, health and safety, which is now outstanding. The school’s arrangements for

safeguarding students meet all the requirements.



Independent school standard inspection report


Quality of education

The curriculum is outstanding. Well-structured programmes combine highly

effectively to meet students’ needs exceptionally well, enabling them to make

outstanding progress. Learning experiences are delivered coherently through a
programme of overarching themes, underpinned by a set of common values and
linked to the National Curriculum. These themes cover the required areas of learning
and include: communication and literacy; creativity; personal and physical
development; knowledge, skills and understanding of the world; problem-solving and
numeracy. The planning is fine-tuned to respond to the needs of individual students.
Major strengths lie in work-related learning and links with the community,
emphasising the preparation for adult life. An excellent range of opportunities and
accreditation for learning foster this provision. The curriculum highly successfully

reinforces students’ key skills in working with others, making choices and taking

responsibility, whilst also developing their communication and numeracy skills.
Students practise independent living skills in real contexts, through enterprise
activities. These include running a tuckshop and selling their own produce, food and

plants from the school garden and crafts. This activity increases students’ awareness

of the world of work and enhances their social skills. An active partnership with a

local academy further develops students’ awareness of others, in forming positive

relationships with their peers. Students are involved in conservation and recycling

projects. Easy access to the local environment helps promote students’ well-being,

for example walking nearby, with an outdoor activities programme that includes
swimming, horse riding and cycling proficiency. Since its last inspection the school
has further developed its provision for learning outdoors, with an outdoor learning
environment easily accessible from the art and craft classrooms and a garden.
The school emphasises learning though practical experience. Vocational aspects

reflect individual students’ interests and needs, for example, with woodworking,

textiles, horticulture and art. These engage students well and contribute much to
their good behaviour. An extensive programme of extra-curricular opportunities,
including regular lunchtime activities allows students to relax and benefits their
health and well-being. The curriculum includes therapeutic interventions from
specialists. Those students identified as having more complex learning needs have a
discrete provision with flexible working areas. The school is poised to begin to
monitor and evaluate the impact of this provision. Subjects link up highly effectively.
Students see processes through to the finished product, for example, from coppicing,
to making willow baskets, painting, planting and selling them. Imaginative ideas
abound, such as filming a bird nesting-box and using the footage to bring science
lessons to life.
Students learn about the importance of personal appearance and everyday routines,
such as getting a haircut in the salon at the college and coping with individual fears.
A dentist visits the school and pet therapy helps students with a fear of dogs. The

curriculum is flexibly planned and highly responsive to students’ changing needs.

Planning involves working with other agencies and professionals to support students.

Independent school standard inspection report


Teaching and assessment are outstanding. Consistently good teaching enables the
students to make small steps in learning day by day, building up their skills and good
behaviour highly successfully over time. Starting with a low level of skills, with very

challenging behaviour, students make outstanding progress. Developing students’

skills in communication is a key priority. Excellent relationships between students and
staff encourage students to persevere with their work. Staff are well trained in
managing challenging behaviour, but as lessons are interesting and well-planned,
instances of such behaviour are minimised. A calm atmosphere allows effective
learning to take place. Teachers use resources imaginatively, drawing very effectively
on information and communication technology (ICT) to promote engagement and
active learning. Students say that they enjoy using ICT to publish their school council

There are well-established systems for assessing students’ progress. This information

feeds into lesson planning, so that suitable activities are chosen for individual
students that build on their previous learning. Students benefit from one-to-one
support from an assistant, enhancing the guidance they receive. Each student is
involved in setting and reviewing specific personal targets, which encourages positive

attitudes to learning. The school’s leaders check the progress students make against

national benchmarks for students with similar needs, thereby ensuring that they
have high expectations of what students can achieve.

Spiritual, moral, social and cultural development of pupils

The spiritual, moral, social and cultural development of students is outstanding. The

excellent curriculum fosters students’ personal development exceptionally well. The

school highly successfully develops students’ social skills, including their ability to

interact with others in appropriate ways. Various communication systems help
students to express their views and to make an active contribution to their school

and local community. School routines and conventions encourage students’

awareness of right and wrong and provide a good structure to the day. Extensive,

highly-structured experiences in the community foster students’ tolerance and

understanding of others. Opportunities for active citizenship include work on the
environment locally and recycling. Good sensory elements in the curriculum help to

reduce students’ anxiety and promote improvements in their communication skills.

Visits out of school are purposefully planned with learning in mind, reinforcing key
aspects of the curriculum.
Opportunities abound for students to have a say in decision-making. For example,
students contribute to choosing their pathways to learning; the school council choose
play equipment and colour schemes for classrooms and have designed a garden. In

Live and Learn

magazine, students report on events and successes. The

National Youth Advocacy Service works with the student council.
Students learn about keeping themselves safe in innovative ways. For example,
through a link with the local police force, students attend a centre with stage-sets of
services, where they learn through simulations about managing risks.

Independent school standard inspection report


The school is keen to find ways to encourage further independence for those
students for whom this is appropriate. Current opportunities include visiting a local
shop or travelling independently. Students are closely supported in school on a one-

to-one basis by assistants. This encourages well their involvement in activities and

promotes their safety. However, while some opportunities arise in lessons and
around school for students to act independently, these are as yet not extensive.

Attendance is high, reflecting students’ enjoyment of school. Behaviour is good. With

support, students behave well. Sometimes the nature of students’ disabilities

continues to give rise to difficulties in engaging in learning. The school manages this
issue very well, adjusting the curriculum to suit each student in order to minimise
instances of challenging behaviour. These approaches are highly successful;
instances where any form of restraint has had to be used are rare. For some
students, the distance they have travelled in managing their behavioural responses
since joining the school represents outstanding individual progress.
Well-planned programmes for personal, social, health education, citizenship and for
religious education include learning about other faiths and cultures in ways that

promote students’ understanding. Most students work cooperatively together and

this is encouraged at all times. For example, students greatly enjoyed interviewing
one another with a dictaphone in a tutorial lesson observed.

Welfare, health and safety of pupils

The arrangements to promote the welfare, health and safety of students are
outstanding. Safeguarding procedures and practice are robust. All the policies
required to underpin this are effectively implemented. The school keeps meticulous
records. Training in child protection, including for the designated officer, is up to
date. Safer recruitment checks are undertaken. Checks for fire and electrical safety
and fire training for staff and for first aid are up to date. Risk assessments for school
activities and visits include both the venue and individual risk assessments for each
student. Students are supervised very closely at all times.
Nearly all parents and carers who replied to the questionnaire were very happy with
the provision the school makes for their child. The school meets its duties under the
Equality act 2010. The excellent care the school provides for students helps to
remove barriers to learning. Care staff and school staff work well together to

promote students’ welfare. The excellent curriculum promotes students’ health,

fitness, safety and emotional well-being very effectively. Students say that they feel
happy and safe in school. Appropriate measures are in place for the prevention of

Suitability of staff, supply staff and proprietors

The school conducts all the checks that it is currently required to do on its staff and
supply staff, to check that there is no reason why they should not work with children.

Independent school standard inspection report


This includes a check with the Criminal Records Bureau. The school keeps a record of
these checks on a single central register, as required.

Premises and accommodation at the school

The premises are highly suitable as a school. They provide a very conducive
environment for learning for students with autistic spectrum disorders. The premises
have recently been further extended and upgraded. They provide generous space,
with specialist facilities, classrooms and rooms for practical activities, including those
for cooking, art, ICT, crafts, woodwork, pottery and horticulture. There are quiet
areas, sensory rooms and space for therapeutic interventions. The sports hall,
outside learning and playground areas and a garden offer good spaces for relaxation
and learning. There is an administration block and dining room. The school draws on
facilities for vocational learning, such as for hair and beauty, and for coppicing, at
the Hesley Village.

Provision of information

The school provides all the required information for parents and carers and other

interested parties. Parents and carers receive full written reports on students’

progress. Several local authorities responded to the questionnaire and all were very

positive about the school’s provision.

Manner in which complaints are to be handled

The school’s arrangements for handling complaints fully meet the regulation.

Compliance with regulatory requirements

The proprietor has ensured that the school meets The Education (Independent

School Standards) (England) Regulations 2010, schedule 1 (‘the Regulations’).

What the school could do to improve further

While not required by regulations, the school might wish to consider the following

points for development:

  • monitor and evaluate the new provision made for students with the most
    complex needs, to check its impact over time and how well it meets students’
    individual needs
  • further promote students’ independence in learning, for those students for
    whom this is appropriate.
    Independent school standard inspection report


Inspection judgements
good satisfactory inadequate

The quality of education

Overall quality of education
How well the curriculum and other activities meet the range of needs
and interests of pupils
How effective teaching and assessment are in meeting the full range
of pupils’ needs
How well pupils make progress in their learning

Pupils’ spiritual, moral, social and cultural development

Quality of provision for pupils’ spiritual, moral, social and cultural
The behaviour of pupils

Welfare, health and safety of pupils

The overall welfare, health and safety of pupils

Independent school standard inspection report


School details

School status Independent
Type of school Residential special school for students with
complex needs and challenging behaviours
mainly arising from autism
Date school opened 1990
Age range of pupils 8 to 19 years
Gender of pupils Mixed
Number on roll (full-time pupils) Boys: 24 Girls: 5 Total: 29
Number on roll (part-time pupils) Boys: 0 Girls: 0 Total: 0
Number of pupils with a statement of
special educational needs
Boys: 24 Girls: 5 Total: 29
Number of pupils who are looked after Boys: 24 Girls: 5 Total: 29
Annual fees (day pupils) £240,000
Address of school
off Tickhill Square
South Yorkshire DN12 4AR
Telephone number 01709 861663
Email address reveal email: Davi…
Headteacher David Whitehead
Proprietor Hesley Group

Independent school standard inspection report


29 June 2012
Dear Students

Inspection of Fullerton House School, Denaby DN12 4AR

I am writing to thank you for your help when I came recently to inspect your school
and to tell you what I thought.
The quality of education you receive is outstanding, in other words it is super! The
curriculum, teaching and assessment and your spiritual, moral, social and cultural
development are also outstanding. You have lots of really interesting activities to do.
It was good to see all the things you get involved with in your local area. Your school
helps you very well in preparing for your future.
Your behaviour is good. You try hard in your lessons and I can see from all the
information the school collects that you are making excellent progress over time.
The school staff look after you very well. The arrangements they make to safeguard
you and for your welfare, health and safety are outstanding.
Thank you for completing your questionnaires and for talking to me. I can see from
these that you enjoy being at school and that you feel safe there.
Yours sincerely
Honoree Gordon

Her Majesty’s Inspector

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