Short Stay School for Norfolk Closed - academy converter March 31, 2014
phone: 01603 *** ***
headed by: Mr Des Reynolds
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 #
- South Harford Community Middle School NR46LG
- Short Stay School for Norfolk NR46LG
- 0.1 miles The Locksley School NR46LG
- 0.2 miles Tuckswood First School NR46BP
- 0.2 miles Visiting Teacher Service Central NR46BP
- 0.2 miles Tuckswood Primary School and Nursery NR46BP (256 pupils)
- 0.3 miles Greenwood Centre NR46BN
- 0.5 miles Harford Manor School, Norwich NR22LN (74 pupils)
- 0.5 miles University Technical College Norfolk NR46FF
- 0.6 miles Cavell Primary and Nursery School NR12LR (246 pupils)
- 0.6 miles City of Norwich School NR46PP (1613 pupils)
- 0.6 miles The Hewett School NR12PL (738 pupils)
- 0.6 miles Cavell Primary and Nursery School NR12LR
- 0.6 miles City of Norwich School NR46PP
- 0.8 miles Fairway First School NR46HT
- 0.8 miles The Fairway Middle School NR46HU
- 0.8 miles Eaton Primary School NR46HU (381 pupils)
- 0.8 miles Eaton Primary School NR46HU
- 0.9 miles Town Close House Preparatory School NR22LR (463 pupils)
- 0.9 miles Norwich High School for Girls GDST NR22HU (727 pupils)
- 0.9 miles Norwich City College of Further and Higher Education NR22LJ
- 0.9 miles Openopportunity NR22LJ
- 1 mile Stretton School at West Lodge NR22DF (93 pupils)
- 1 mile Lakenham Primary School NR12HL (359 pupils)
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
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
| 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.
|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|
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|
|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
- 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
- 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 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|
|Unique reference number||137490|
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|
|Date of previous school inspection||Not previously inspected|
|Telephone number||01603 508520|
|Fax number||01603 508521|