Norman Gate School

Highlights from Latest Inspection

What is it like to attend this school?

Happy, trusting and caring relationships between staff and pupils are a hallmark of this inclusive school. Staff have high aspirations for pupils' achievement and behaviour. By the time they leave Year 6, pupils are well prepared for their move to secondary school.

They achieve well from their individual starting points.

Staff understand each pupil's special educational needs and/or disabilities well. They provide effective support to help pupils manage some of their complex emotions.

As a result, pupils recognise what causes their anxiety and learn how to calm themselves successfully. They use a range of positive strategies such as taking sensory breaks and ...practising breathing exercises when they feel unsettled. If there are ever any problems with friendships or unkind behaviour, this gets sorted out very quickly.

Pupils enjoy developing their interests in a number of activities, including dance, singing and craft clubs. They also benefit from a wide range of experiences, such as horse riding, swimming and outdoor learning. This helps pupils to develop their self-confidence and self-esteem.

Younger children speak enthusiastically about trips to the forest school and visits from the farm. Pupils revel in showcasing their sporting talents at the inter-school cricket tournament.

What does the school do well and what does it need to do better?

School leaders have worked tirelessly to address the areas for improvement identified at the previous inspection.

Importantly, they have ensured that the curriculum is well structured in all areas. Across all subjects and in all phases, the school has ensured that teachers have precise information about the important knowledge that pupils should learn and when it should be taught. As a result, pupils benefit from a strong quality of education.

The curriculum is interesting and engaging. It is carefully adapted to each pupil's individual education, health and care plan (EHC plan) targets and their social, emotional and mental health needs. Parents value how staff make sure that pupils have the help and equipment they need to support their learning.

A wide range of specialist interventions blend seamlessly into the school's daily routines. Consequently, pupils successfully overcome any barriers to learning and achieve their individual EHC plan targets.

School leaders focus sharply on making sure that the quality of education is of a high standard.

They provide well-considered training for staff. This means that in most subjects, the teaching of the curriculum is effective. Overall, staff skilfully check how well pupils have secured the essential knowledge and vocabulary.

Many teachers use their strong subject knowledge to help pupils make links to what they know already. However, in a few subjects, this is not the case. As a result, some pupils do not learn as well as they could.

Pupils are polite and resilient learners who live up to the school's expectations of their conduct and attitudes. Their commitment to their education is reflected in their high levels of attendance and punctuality. As one younger pupil said, 'We love our school and show this by always coming in on time.'



Promoting pupils' reading and communication skills is a top priority. Their independence and reading are supported well through the careful choice and use of appropriate communication aids. Pupils also learn Makaton.

They regularly read or are read to by staff. Across all areas, pupils become engrossed when listening to stories that adults read to them. Staff make sure that the books pupils read help them practise the sounds they are taught.

They check pupils' understanding and make sure that any pupils who struggle to read are given extra help to catch up quickly. Over time, pupils become fluent and independent readers.

The school places pupils' personal development at the heart of its work.

Staff focus on developing pupils' character. For instance, pupils raise donations for the local food bank and charities they support. Younger children learn to take turns and play harmoniously alongside others.

Pupils are taught about healthy relationships, about how to keep themselves physically and mentally healthy and about protected characteristics. They understand the importance of treating everyone fairly, irrespective of their differences or beliefs. One Year 5 pupil said, 'Love is love.

We should not make anyone feel bad because their family is different to ours.'

Governors have a robust grasp of the school's many strengths and the areas which need further improvement. They hold leaders to account effectively.

Staff are proud to work here and feel well supported with their workload. They benefit from timely guidance and training from school leaders to carry out their roles effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few foundation subjects, staff's subject knowledge is variable. This hampers how well pupils secure their understanding over time. The school should ensure that staff are supported to deliver subject content effectively so that pupils achieve consistently well across the curriculum.

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