Hadrian School

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About Hadrian School

Name Hadrian School
Website http://www.hadrian.newcastle.sch.uk
Ofsted Inspections
Headteacher Mr Christopher Rollings
Address Bertram Crescent, Newcastle-upon-Tyne, NE15 6PY
Phone Number 01912734440
Phase Special
Type Foundation special school
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 169
Local Authority Newcastle upon Tyne
Highlights from Latest Inspection


Hadrian School continues to be an outstanding school.

What is it like to attend this school?

This is a kind and caring school, where pupils flourish. Pupils develop strong relationships with staff and form positive friendships with each other. All pupils have special educational needs and/or disabilities.

Pupils achieve exceptionally well because staff are highly attuned to, understand and address every individual pupil's specific needs. Leaders are determined that all pupils will develop the skills they need. They prioritise the school's approach to 'preparation for life' for every pupil.

Therefore, pupils are well prepared for the future.

Pupils feel safe and se...cure, and they love coming to school and learning. Staff notice the achievement, talent or interest of every pupil.

They then create opportunities to develop, showcase and nurture them. Parents are overwhelmingly positive about the school and describe it as 'an amazing school'. Many views were reflected in one comment, saying, 'This school helps children meet milestones we as parents never thought we would see.'

Pupils behave exceptionally well and are aware of the high expectations for their behaviour. Highly effective, caring staff consistently use thoughtful approaches to help pupils understand how to communicate their needs and wishes effectively. Pupils say that bullying is not a problem, but if it ever did occur, they are confident that staff would act very quickly to stop it.

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

Leaders know their pupils well. They are acutely aware that pupils have a wide range of specific needs. Some pupils need a highly specialised curriculum.

As such, school leaders work closely with a range of health professionals, therapists and their own specialist support workers to work with individual pupils. The work of these experienced staff is woven into the school day to offer pupils and families support well beyond the academic curriculum.

The curriculum is highly ambitious for all pupils.

Leaders have ensured that the school's curriculum makes it clear what individual pupils must know and be able to do. Leaders have thought carefully about the important knowledge that pupils need to learn and the ways that this can be made accessible to pupils with complex needs. Adults design lessons that are matched to individual needs.

Teachers assess the progress made by pupils and track even the smallest steps.

Where appropriate for pupils, there is a carefully planned reading approach, which helps them to progress from the earliest stages of reading to being able to read more fluently.

Adults working with children in the early years have a detailed understanding of every child and their detailed support plans.

They have created a stimulating environment, with very carefully selected equipment and resources, to provide children with every opportunity to experience sensory stimulation or to engage with the environment around them.

Leaders and staff promote pupils' personal development highly effectively. Pupils enjoy the enrichment activities offered to them.

For instance, pupils from four classes shared how excited they were to be taking part in the National Shakespeare in Schools Festival, performing Othello at Northern Stage on the day of inspection.

Staff are overwhelmingly positive about the support they receive for their workload and well-being. Governors know the school extremely well.

They offer high levels of support while also providing effective challenge to leaders.


The arrangements for safeguarding are effective.

Leaders and staff undertake extensive training to ensure that they can identify and respond to any concerns about pupils.

Staff are vigilant and report concerns promptly. Leaders work with a wide range of external agencies to provide support for pupils and their families. Governors make regular visits to review the school's safeguarding procedures.

Leaders make robust checks to ensure that adults are safe to work with pupils. Where appropriate for the pupils, they learn about keeping themselves healthy and safe.


When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually, this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be outstanding in March 2013.

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