Harford Manor School, Norwich

Overview

Pupils with special educational needs and/or disabilities are “looked after well” and forge “positive, trusting relationships with adults.” The school provides a “personalised curriculum” that helps learners develop “firm foundations for their futures,” with staff offering “firm, sensitive support” to manage behaviour and emotions effectively.

Strengths

• Staff use personalised learning goals and adapt the curriculum to meet individual needs, particularly in the ‘My communication’ strand where teachers teach with “clarity and enthusiasm.”
• Pupils feel safe, rarely experience bullying, and have “plenty of opportunities to experience life in the local community,” including work in the school’s charity shop.
• Leaders provide “high-quality pastoral care,” helping pupils learn strategies for staying safe, self-care, and preparing for adulthood through suitable careers advice.
• The governing body provides “apt support and challenge,” and staff appreciate leaders’ consideration of their workload and well-being.

Areas to improve

• Leaders should evaluate how well the new curriculum is delivered, as some strand leaders have not yet reviewed its impact and support for more confident readers is “not as precise.”
• Staff should receive guidance to ensure teaching approaches and resources are consistently well-matched to pupils’ needs, preventing instances where “pupils’ attention strays” and learning slows.

Safeguarding

The report states that “the arrangements for safeguarding are effective,” with thorough duties carried out by governors, leaders, and staff who ensure vulnerable pupils receive necessary support and safety training.