Harford Manor School, Norwich A GSG School
- Harford Manor School, Norwich
43 Ipswich Road
Norwich
Norfolk
NR2 2LN - Head: Cheryl Frost Cordy
- T 01603 451809
- F 01603 453508
- E office@harfordmanor.norfolk.sch.uk
- W www.harfordman….norfolk.sch.uk
- A state school for children aged 3 to 19 with complex needs and autism. The majoriy have complex and severe challenging behaviours
- Boarding: No
- Local authority: Norfolk
- Pupils: 98
- Religion: Does not apply
- Open days: See website for virtual tours
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 6th June 2023
- Previous Ofsted grade: Outstanding on 11th November 2010
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Every child in the school is set five key targets every term, ranging from verbal skills to personal, such as hair brushing. Parents report what their child needs to work on at home, and the school incorporates it into lessons. Harford to Home is a new provision set up by the school to help parents. Staff who know the child, including teaching assistants, are paid to help the parents at home. They spend time in the family home and help ‘train' parents to show them how their child’s behaviour is managed at school. This has changed the lives ...
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What The Good Schools Guide says
Head
Since 2019, Mrs Cheryl Frost-Cordy
Entrance
A school for autism and complex needs. All children have EHCPs and are admitted to the school via the local authority. Many children join aged 4 or 5. Unusual for them to have started in mainstream education.
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Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
The school caters for 76 students with severe and complex needs, many have autism. The local authority maintain three autisitic resource bases at the school. A recent OFSTED (Nov 2004) described the school as very effective.
Condition | Provision for in school |
---|---|
ASD - Autistic Spectrum Disorder | Y |
Aspergers | |
Attention Deficit Hyperactivity Disorders | |
CReSTeD registered for Dyslexia | |
Dyscalculia | |
Dysgraphia | |
Dyslexia | |
Dyspraxia | |
English as an additional language (EAL) | |
Genetic | |
Has an entry in the Autism Services Directory | Y |
Has SEN unit or class | |
HI - Hearing Impairment | |
Hospital School | |
Mental health | |
MLD - Moderate Learning Difficulty | |
MSI - Multi-Sensory Impairment | |
Natspec Specialist Colleges | |
OTH - Other Difficulty/Disability | |
Other SpLD - Specific Learning Difficulty | |
PD - Physical Disability | |
PMLD - Profound and Multiple Learning Difficulty | |
SEMH - Social, Emotional and Mental Health | |
SLCN - Speech, Language and Communication | |
SLD - Severe Learning Difficulty | Y |
Special facilities for Visually Impaired | |
SpLD - Specific Learning Difficulty | |
VI - Visual Impairment |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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