School etc

Short Stay School for Norfolk Closed - academy converter March 31, 2014

see new Short Stay School for Norfolk

Short Stay School for Norfolk
The Locksley School
Locksley Road

phone: 01603 *** ***

headed by: Mr Des Reynolds

school holidays: via Norfolk council

239 pupils aged 5—15y mixed gender
240 pupils capacity: 100% full

170 boys 71%


65 girls 27%


Last updated: June 24, 2014

— Pupil Referral Unit

Establishment type
Pupil Referral Unit
Establishment #
Open date
Sept. 1, 2011
Close date
March 31, 2014
Reason open
New Provision
Reason closed
Academy Converter
OSGB coordinates
Easting: 622361, Northing: 305909
GPS coordinates
Latitude: 52.605, Longitude: 1.2824
Accepting pupils
5—16 years old
Special pupils
Census date
Jan. 16, 2014
Ofsted last inspection
March 20, 2013
Region › Const. › Ward
East of England › Norwich South › Lakenham
Urban > 10k - less sparse
SEN Facilities
PRU Does have Provision for SEN
Full time provision
PRU does offer full time provision
Pupils With EBD
PRU Does have EBD provision
Teen mother
Provides places for Teen Mothers
Teen mother places
Free school meals %
Learning provider ref #

rooms to rent in Norwich

Schools nearby

  1. South Harford Community Middle School NR46LG
  2. Short Stay School for Norfolk NR46LG
  3. 0.1 miles The Locksley School NR46LG
  4. 0.2 miles Tuckswood First School NR46BP
  5. 0.2 miles Visiting Teacher Service Central NR46BP
  6. 0.2 miles Tuckswood Primary School and Nursery NR46BP (256 pupils)
  7. 0.3 miles Greenwood Centre NR46BN
  8. 0.5 miles Harford Manor School, Norwich NR22LN (74 pupils)
  9. 0.5 miles University Technical College Norfolk NR46FF
  10. 0.6 miles Cavell Primary and Nursery School NR12LR (246 pupils)
  11. 0.6 miles City of Norwich School NR46PP (1613 pupils)
  12. 0.6 miles The Hewett School NR12PL (738 pupils)
  13. 0.6 miles Cavell Primary and Nursery School NR12LR
  14. 0.6 miles City of Norwich School NR46PP
  15. 0.8 miles Fairway First School NR46HT
  16. 0.8 miles The Fairway Middle School NR46HU
  17. 0.8 miles Eaton Primary School NR46HU (381 pupils)
  18. 0.8 miles Eaton Primary School NR46HU
  19. 0.9 miles Town Close House Preparatory School NR22LR (463 pupils)
  20. 0.9 miles Norwich High School for Girls GDST NR22HU (727 pupils)
  21. 0.9 miles Norwich City College of Further and Higher Education NR22LJ
  22. 0.9 miles Openopportunity NR22LJ
  23. 1 mile Stretton School at West Lodge NR22DF (93 pupils)
  24. 1 mile Lakenham Primary School NR12HL (359 pupils)

List of schools in Norwich

School report

Short Stay School for Norfolk

The Locksley School, Locksley Road, Norwich, NR4 6LG

Inspection dates 20–21 March 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Not previously inspected
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Pupils make good progress in the core
Pupils achieve well because the quality of
Teaching is usually good and occasionally
Pupils feel well supported by the good

subjects taught at the school; English,
mathematics, science and information and
communication technology.
teaching is good and the opportunities for
some pupils to learn in alternative settings
has been carefully tailored to meet their
needs and raise aspirations.
outstanding because staff adapt work in
lessons according to pupils’ individual needs.
relationships with staff which help them focus
on making good progress in their work.
Pupils learn to behave well while at the school
The Executive headteacher has successfully led
The management committee has an
because they usually receive very skilled
support and guidance from staff.
a senior team to drive continued improvements
in teaching and learning during significant
changes to the structure and level of staffing
at the school.
increasingly good understanding of the
effectiveness of the bases as well as the school
as a whole. They are well prepared for taking
on the full responsibility of a governing body in
April 2013.
Not enough pupils make the highest levels of
At times teaching is not sufficiently adapted
progress across all subjects in all the bases.
to meet all the needs of pupils so that every
pupil is given a good level of challenge.
The strategies used to help pupils understand
and manage their own behaviour differ across
the school and some are more successful
than others. The analysis of the
improvements in the pupils’ behaviour
remains individual to different bases and
there is not a consistent overview across the
Inspection report: Short Stay School for Norfolk, 20–21 March 2013 2 of 10

Information about this inspection

  • Inspectors observed learning in 28 lessons across all six bases of the Short Stay School which
    span Norfolk. This included joint observations with senior leaders. Additional information was
    gathered from short observations across a range of one to one coaching sessions and small
    group work as well as an assembly and informal times of the school day.
  • Inspectors held meetings with staff, four representatives of the management committee and a
    representative of the local authority. They spoke to three parents, one who was visiting the
    school and two who requested a phone call. The lead inspector also held a telephone
    conversation with a representative from one of the partnership organisations who work with the
    school. Inspectors talked informally with pupils and heard some read within their lessons.
  • Inspectors scrutinised progress information, assessment records, the minutes of the meetings of
    the management committee, the school development plans and evaluations, and analysed
    pupils’ work and carried out some more detailed case studies.
  • The inspectors took account of responses to the online questionnaire (Parent View).
  • During this inspection, inspectors asked additional questions designed to ascertain the school’s
    view of the impact and effectiveness of local authority services to support school improvement.
    This information will contribute to work being carried out by Ofsted to assess the use, quality
    and impact of those services.

Inspection team

Janet Thompson, Lead inspector Her Majesty’s Inspector
Godfrey Bancroft Additional Inspector
Mary Hinds Additional Inspector
Inspection report: Short Stay School for Norfolk, 20–21 March 2013 3 of 10

Full report

Information about this school

  • The Short Stay School is a large pupil referral unit which provides education for pupils with a
    wide range of different needs from across Norfolk. Usually places are short term before pupils
    move on to another school or into further education, training or employment.
  • The majority of pupils have been permanently excluded from their mainstream school. Other
    pupils include those who require education integrated with therapeutic support from other
    services. The school also provides outreach support to mainstream schools to help reduce the
    risk of pupils being excluded. The school provides education for pupils who are on the roll of
    mainstream schools but who have medical needs that mean they are currently unable to attend
    their own school. This includes education within hospital.
  • The school operates from six main bases: The Brooklands School serves the east of the county;
    The Douglas Bader School serves the north of the county; The Locksley School serves the
    central area and the south of the county and The Rosebery School serves the west of the
    county. The Compass and Earthsea School offer therapeutic provisions for pupils across Norfolk.
  • Numbers on roll vary considerably across the year and the vast majority attend for no more than
    18 months. Usually, the majority of pupils are in Key Stage 4 and around three quarters of the
    pupils are boys. At the time of the inspection a quarter of the pupils had a statement of special
    educational need including nearly all the pupils at The Compass.
  • A large proportion of pupils are known to be eligible for the pupil premium. This is additional
    government funding for certain groups of pupils, including those known to be eligible for free
    school meals and those who are looked after. Approximately one tenth of pupils attending the
    school are looked after, including those who attend Earthsea School.
  • Pupils have different timetables from each other so that they can learn subjects and vocational
    skills that are of interest. There are approximately 30 organisations that help the school to
    provide these opportunities. A group of 20 pupils remain on the roll of the school but attend City
    College in Norwich.
  • The Short Stay School for Norfolk is under-going significant changes in structure and governance
    in line with changes to requirements and guidance for pupil referral units. From 1 April 2013 it
    will no longer be a local authority service but will have a fully delegated budget and the
    management committee will become a governing body with full accountability for the outcomes
    of the pupils, performance management of staff and the budget.

What does the school need to do to improve further?

  • Raise achievement so that more pupils make outstanding progress by making sure all staff
    provide work that is precisely matched to the needs of the pupils and which is swiftly adapted
    according to their responses within lessons.
  • Ensure all pupils are given the very best support to understand and manage their own behaviour
  • making sure all staff have a good understanding of best practice in this area
  • establishing a whole school system of recording so that evaluation of improvements in
    behaviour and effort is as robust across the school as it is for attainment and progress.
Inspection report: Short Stay School for Norfolk, 20–21 March 2013 4 of 10

Inspection judgements

The achievement of pupils is good
  • Pupils usually make good progress across the subjects including in reading, writing and
    mathematics. When pupils start at the school the progress they make is slower, but this soon
    speeds up. The intense focus from staff on improving achievement is helping to increase pupils’
    progress and for many it is faster than that expected nationally.
  • Attainment across the school is below that expected for pupils in each age group but more and
    more pupils are reaching levels nearer to those expected for their age after a short time at the
  • While skills for reading and writing are not always taught in a consistent way for all age groups
    across the school, expectations of pupils’ work are high, pupils are well taught and make good
    progress. The school helps reluctant pupils become more motivated to read and there are some
    who enjoy a wide range of books.
  • Pupils with statements of special educational needs often make very good progress. For those
    attending the therapeutic provisions, progress is very strong because of the careful balance
    between therapy and education.
  • Pupils take pride in their work and in the best examples pupils’ work shows great effort and
    excellent progress.
  • Last year boys made more progress than girls in English and mathematics however girls’
    progress is increasing and is now very similar to that made by boys.
  • The progress made by pupils who are eligible to benefit from pupil premium funding is often
    faster than expected nationally, but is a little more mixed than for other groups at the school.
    Actions taken by the school, particularly around attendance, are helping to ensure these pupils
    make the same amount of progress as others at the school. Pupils who are looked after make
    good progress at Earthsea School and in other bases if they attend the school long enough to
    have a few months settling in period.
  • Pupils in Key Stage 3 and 4 who have been permanently excluded from previous schools are
    successfully split into two groups, known as ‘Engagement’ and ‘Core’. All pupils make good
    progress in reading writing, communication and mathematics including those attending City
    College. Many of those in ‘Core’ also successfully return to mainstream schools while those from
    the ‘Engagement’ groups also succeed in gaining more vocational skills.
  • Two thirds of the pupils who start in Key Stage 1, 2 or 3 successfully return to mainstream
    school and the majority continue to be successful. Other pupils move on to more specialist
  • In Key Stage 4, few pupils return to mainstream school but most successfully move on to further
    education, employment or training. While the school ensures they help all pupils to secure a
    place in further education or training when they leave at the end of Year 11 there are a few who
    do not sustain their placements after a few months.
Inspection report: Short Stay School for Norfolk, 20–21 March 2013 5 of 10
The quality of teaching is good
  • Positive relationships between staff and pupils and a sustained focus on learning help to ensure
    teaching is successful.
  • In the first few weeks at the school, pupils follow a carefully designed programme to help staff
    find out what pupils already know and where they need some extra support. The programme
    also finds out if pupils have any specific difficulties that need to be addressed and how they
    prefer to learn.
  • Learning is good and outstanding when teachers use the information about pupils well. In these
    lessons staff plan work and adapt activities so that different pupils can learn at different levels
    according to their needs. There is some excellent teaching where skilled teachers used very
    individual approaches to ensure all pupils could make outstanding progress, this was especially
    evident at the Douglas Bader School and for the few pupils in Key Stage 2 at Locksley School.
  • When teaching is most successful, staff communicate well with each other and the pupils. They
    make sure they help pupils engage in activities, but also give them time to think and work things
    out so that they can complete the work for themselves. Activities are designed to be engaging
    and promote spiritual and cultural development.
  • Many teachers plan carefully structured opportunities for pupils to work and support each other
    in lessons. This helps pupils to develop social skills and to be considerate and accept the views
    of others.
  • There is a small proportion of weaker teaching where staff do not spend enough time finding out
    about what pupils already know and where the information provided is not used to adapt work
    accurately enough. In these lessons the work given to pupils does not provide enough challenge
    or the right amount of support.
  • The teaching of reading is stronger and more consistent with younger pupils than the teaching
    of reading for older pupils. The school has identified this weakness and following whole school
    training more staff are using a similar approach when teaching reading to older pupils.
The behaviour and safety of pupils are good
  • Pupils’ behaviour usually improves significantly during their time at the school.
  • The approaches to behaviour used by staff are based on a common policy of respect, safety,
    hard work and cooperation. Pupils respond to the support which helps them to make more
    appropriate choices and understand the consequences of some of their actions. Many staff are
    highly skilled in these approaches.
  • There are a few staff who are not as skilled at managing inappropriate behaviour as others and
    who do not share the same high expectations. This was observed more at the Rosebery School
    than in other bases.
  • The few parents who spoke to inspectors were extremely complimentary about the support
    pupils receive from staff at the school. They valued the positive and respectful relationships that
    staff develop with pupils.
  • When there is some low level disruption this is usually because teachers are not making sure all
    pupils’ needs are being addressed in the lesson.
Inspection report: Short Stay School for Norfolk, 20–21 March 2013 6 of 10
  • The joint therapy and education support for pupils attending The Compass is very effective in
    helping them to understand and manage some of their complex needs so that they can move on
    successfully to the next stage in their education. Similarly the more specialist approaches used
    at Earthsea School are highly effective in helping pupils succeed.
  • Pupils make good progress in understanding how to keep themselves safe. They feel confident
    that the school takes action when bullying takes place. Staff effectively promote a sense of
    respect for others and it is clear from records that any racism and homophobia is challenged.
    When incidents do occur, appropriate action is taken for all the pupils involved. Incidents
    decrease rapidly as pupils become familiar with the expectations of the school.
  • The vast majority of pupils who were previously poor attenders at school do attend more
    frequently. The adaptations made to the timetables for individual pupils are an important factor
    in helping them to attend more frequently.
The leadership and management are good
  • The executive headteacher, supported by other leaders, has made sure the focus for
    improvement at the school has been on raising pupils’ achievement. This focus has driven
    development planning across the school and even in difficult times with a significantly reducing
    budget, improvements in achievement and teaching have continued.
  • Changes to provision are informed by very careful analysis of the progress made by pupils at the
    bases and across the school. Actions taken make sure any discrimination is tackled and all pupils
    have equal opportunities to succeed.
  • A few members of the senior team are gaining skills in monitoring teaching and learning but
    occasionally still focus too much on the attention pupils are giving to an activity rather than what
    the pupils are actually learning.
  • Pupils’ behaviour and social skills are checked in each of the bases but there is not a consistent
    approach across the school to help whole school analysis.
  • The school uses a large number of organisations to offer different courses. This helps to make
    sure pupils are keen to attend and learn. There is rigorous quality assurance of all the provision
    attended by pupils on the roll of the school. This includes initial visits and checks and a clear
    service level agreement with the organisations as well as regular, frequent follow up visits by key
    workers who make sure pupils are attending, learning and making the progress expected by the
  • The school has good systems to check on the quality of teaching. Staff have targets to bring
    about improvements in pupils’ progress. Training for staff is carefully focused on priorities both
    for the school and individuals, while making sure there is good value for money. Most staff,
    including those who are new, feel well supported. However, a few feel they are not always given
    access to the professional development they want.
  • The local authority reorganised the pupil referral units in September 2011. The decision to
    establish an executive headteacher across all the previously separate bases was to help drive
    improvement and raise pupils’ achievement. This has been an effective strategy and pupils’
    achievement has improved. This academic year, most bases have been visited by the school
    intervention service and reports provide some useful baseline information but lack challenge for
    the school as a whole.
Inspection report: Short Stay School for Norfolk, 20–21 March 2013 7 of 10
  • The local authority uses the school to provide education for pupils who are not medically fit
    enough to attend their own schools. These pupils remain on the roll of their original school and
    are not on the roll of the Short Stay School for Norfolk. The local authority has based funding on
    minimum hours for this group and as such does not fulfil the duty to provide as near to full-time
    education as a child’s health allows.
  • The governance of the school:
    The management committee structure and membership has changed during this academic
    year. The changes have reduced duplication and ensured more effective systems for bringing
    together information about different bases to inform whole school decisions. The committee
    analyse information about pupils’ progress and check how well different groups, such as boys
    and girls or those eligible to benefit from the pupil premium funding, achieve, to make sure
    that no group does less well than others. The current committee have been effective in
    supporting the development of the new structure of the school to be put in place from 1 April
    2013. Previously, officers from Children’s Services at the local authority have been responsible
    for line management of the executive headteacher and corporate arrangements for
    recruitment to other posts have been required. The management committee are well informed
    and are well-placed to move to be a governing body and take over the responsibility for
    checking on pupils’ progress, and the effectiveness of the school as well as managing the
    performance of staff.
Inspection report: Short Stay School for Norfolk, 20–21 March 2013 8 of 10

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

Inspection report: Short Stay School for Norfolk, 20–21 March 2013 9 of 10

School details

Unique reference number 137490
Local authority Norfolk
Inspection number 400340

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Pupil referral unit
School category Pupil referral unit
Age range of pupils 5–16
Gender of pupils Mixed
Number of pupils on the school roll 281
Appropriate authority The local authority
Chair Philip Harris
Headteacher Des Reynolds
Date of previous school inspection Not previously inspected
Telephone number 01603 508520
Fax number 01603 508521
Email address reveal email: Off…


print / save trees, print less