|Name||Fullerton House School|
|Ofsted Inspection Rating||Good|
|Inspection Date||27 November 2018|
|Address||Off Tickhill Square, Denaby, Doncaster, South Yorkshire, DN12 4AR|
|Number of Pupils||Unknown|
|Percentage Free School Meals||0.0%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Fullerton House School accepts up to 36 pupils aged between eight and 19 years. Currently there are 31 pupils attending the school. Two pupils are day pupils, with 29 pupils having a 52-week residential placement. All pupils currently attending have an education, health and care plan. Most pupils have, along with other diagnoses, a diagnosis of autistic spectrum disorder. Pupils are taught in five different classes, in mixed year groups, based on their individual and complex needs. The school’s last standard inspection was in November 2015, when it was judged to be good in all aspects. The school does not use any alternative education providers. The governance of the school takes the format of a board of directors from the Hesley Group. Leaders and managers are in the process of forming a governing body. A general manager has overall daily responsibility for both the care and the education setting.
Summary of key findings for parents and pupils
This is a good school Leaders and managers ensure that all the independent school standards are met. Pupils make outstanding progress in developing their behaviour as teachers meet pupils’ complex behavioural needs extremely well. School leaders evaluate the quality of teaching and learning accurately and use this information to develop the quality of teaching and learning. Pupils make good progress in their achievements which prepares them well for the next stage of their education and care. The board of directors is in the process of forming a new governing body with the intention of enhancing the current leadership. There is a lack of clarity and accountability in the roles and responsibility of some leaders and managers. Adults build good relationships with pupils and this has a very positive influence on pupils’ learning. Pupils make good progress in their personal development as they quickly become confident in new environments and with new people. Teachers use resources imaginatively to meet pupils’ learning needs. At times, the quality of teaching by some teachers in some subjects, such as phonics, is not as strong as it is from others. Teachers are not consistently linking learning targets in lessons to pupils’ individual learning plan targets. Leaders and managers have not ensured that communication about pupils between care staff and education staff is systematic. Senior leaders plan a very individualised curriculum for pupils which supports the good progress that they make. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.