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  • Harford Manor School, Norwich
    43 Ipswich Road
    NR2 2LN
  • Head: Mr Paul Eteson
  • T 01603 451809
  • F 01603 453508
  • E [email protected]
  • W www.harfordman…
  • 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: 84
  • Religion: Does not apply
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 1
      • Early years provision Outstanding 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 11th November 2010
  • Previous Ofsted grade: Outstanding on 6th March 2008
  • Ofsted report: View the Ofsted report

What 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


Since 2009, Paul Eteson (40s). From Wiltshire; studied physical education and SEN at Brighton University. Initially took PE so he could carry on with athletics for a further four years. Incorporated SEN as was interested in the holistic side of development. Worked in mainstream for a year as PE teacher but quickly got bored: ‘I only saw the children for an hour a week, which wasn’t enough.’

Joined a National Autistic Society school, Helen Allison in Kent, and was hooked. ‘Spending the whole day, every day with the kids made such a difference to me, and to them.’ Has been at special schools ever since. Came to Harford Manor as deputy in 1999. Talks nineteen to the dozen but makes great sense and really knows his stuff. Takes a ‘can...

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

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
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
English as an additional language (EAL)
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
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:

most years
quite often
sometimes, but not in this year

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