Centre Academy

Centre Academy Where to pupils come from and Go to

Centre Academy A Level, GCSE Exam Results, Tables and Graphs

Centre Academy KS2, GCSE, Alevel Results and Performance

Ofsted report, English Baccalaurate, value Added

Centre Academy University Leavers Data

Address

92 St John's Hill
Battersea
London
SW11 1SH

Tel

020 7738 2344

Fax

020 7738 9862

Email

info@centreacademy.net

Web

www.centreacademy.net

If you are a representative of Centre Academy and wish to add to or amend the information we hold on the school please click here

Centre Academy, London is a special independent school for boys and girls aged from 8 to 19.

Local authority: Wandsworth

Pupils: 60

Religion: Not Applicable

Fees: £25,500 - £26,400 pa

Good Schools Guide Review Snapshot

A unique school that recognises one size definitely does not fit all. Every effort is made to adapt the curriculum to the needs of the individual with timetables monitored daily by tutors. The quality of teaching is on the up - that's not... Read More

The Good Schools Guide Review of Centre Academy, London, SW11 1SH

Our View

░░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░░░ ░░ ░░░░░░░░░ ░░░░░░ ░░░ ░░░░░ ░░░░░░ ░░░ ░░░░░░. ░ ░░░░░░ ░░░░░░ ░░░░ ░░░░░░░░░░ ░░░ ░░░░ ░░░░░░░░░░ ░░░░ ░░░ ░░░ ░░░.

Principal

░░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░░ ░░░░░░░; ░░░░░ ░░░░, ░░ ░░░░░░ ░░░░░ ░░ ░░ ░░░ (░░░░░░░), ░░░░ ░░ ░░░░░░░░, ░░░░░░ ░░ ░░░ ░░░. ░ ░░░░░░░░░ ░░ ░░░░░░░ ░░ ░░░ ░░░░░░, ░░ ░░░░░░░░ ░░ ░░░ ░░ ░░░░ ░░ ░░░░░ ░░░. ░░░░░░░ ░░░░░░░░░░░░ ░░░░░░░░░░ ░░░; ░░░ ░░░░░░ ░░░░░░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░ ░░ ░░░░░░░░░ ░░░ ░░░░░░░ ░░░░░ ░░░░░ ░░ ░░░░░░░░░ ░░░░░░░░░░░░░. ░░░░░░░ ░░░░ ░░░░░░░, ░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░ ░░░-░░ ░░░░░░░░ ░░░░, ░░░ ░░░░░░░, ░░░ ░░░░ ░ ░░░░ ░░░░░░░░░░. ░░░░░░░░░░░░░ ░░░ ░░░░░░░░, ░░ ░░░░░░ ░░ ░░░ ░░░░░░░, ░░ ░░ ░░░░ ░░░░░░░░░░░░ ░░░░░░ – ░░ ░░░░░░░░ ░░░ ░░░░ ░░ ░░░░░░░░░ ░░░░░ ░░░░░░░░░ ░░ ░░░░░ ░░ ░░ ░░░░░. ░░░░ ░░░░░░░: ░░░░░ ░░░░, ░░░ ░░░░░ ░░░░░░░░ ░░ ░░, ░░░░░░ ░░░░░░░░░░░ ░░ ░░░ ░░░ ░░░░░ ░ ░░░░░░░ ░░ ░░░░░░░░░░░░░░, ░░░░░░░░░ ░░░░░░░░ ░░░░░░░░░░░░ ░░ ░░░░░░░░ ░░░ ░░░░░░░░’░ ░░░░░░░░. ░░░ ░░░░░░░░ ░░ ░░░░░░░░░░░░ ░░░░░░░░░░ ░░ ░░░ ░░░ ░░ ░░░░░░░░ ░░░░░░ ░░░ ░░░░░ ░░ ░░░░░░.

Academic Matters

░░░░░ ░░░░░░░ ░░░░░░░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░░░░ ░░░░░ ░░░░ ░░ ░░░░ ░░ ░░░░░░░░░░ ░░░░░░░░. ░░░░░ ░░░░░░ ░░ ░░░░ ░░ ░░░░░ ░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░░ ░░ ░░░ ░░░░░░░░░░ ░░░░ ░░░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░ ░░░░░░. ░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░ ░░ ░░░░ ░ (░░░ ░░), ░░░░░░░░░░ ░░░░, ░░░ ░░░░ ░░░░░░ ░░░░░░░ ░░ ░░░░░░░░░░ ░░░░░░░ - ░░░░░░░░ ░░░░░; ░░░ ░░░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░ ░░░░░░ ░░░░░ ░░░░░░░░░░░░ ░░░░. ░ ░░░░-░░░░░░░░ ░░░░ ░░░░░░░░░░ ░░░░░░░░░ ░░░░ ░░░░ ░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░ ░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░░░░░░ ░░░ ░░░░░░ ░░░░░░░░░░. ░░░░░░ ░░░ ░░░ ░░░ ░░-░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░░░░░ ░░░░░░░░░░ ░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░░ ░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░. ░░░░░░ ░░░ ░░░░░░░░░ ░░░░░ ░░░░░ ░░░░░░░░ - ░░ ░░░░░░ ░░░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░░ ░-░ ░░ ░░░░ ░░░░░░░. ░░░ ░░░░░░░ ░░ ░░░░░░░░ ░░ ░░ ░░░ ░░ - ░░░░'░ ░░░ ░░░░ ░░░ ░░░░░░░░░░░; ░ ░░░░░░ ░░░░░░ ░░░░░░░░░░ ░░░░░░░░░░░ ░░░░ ░░░░░░░░░░░ ░░░░░░░░.

Games, Options, the Arts

░░░░░░ ░░░░░ ░░ ░░░░░░░░░ ░░░░░, ░░░░░░ ░░ ░░░░░░░░ ░░░, ░░░ ░░░░░ ░░░░░░░░, ░░░░░░░░. ░░ ░░-░░░░ ░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░ ░░░░ ░░░░ ░░░ ░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░ ░░░ ░░░░░░ ░░░░░░░ ░░░░░░. ░░░░░ ░░░░░░░░░, ░░░ ░░░░ ░░░ ░░░ ░░░ ░░░ ░░░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░░░░░░ ░░░░░░ ░░░, ░░░░ ░░░ ░░░░░░░░░░░░ ░░░░░░ ░░░░ ░░░░░░░░░ ░░░░-░░░░░░ ░░░░░ ░░░ ░░░ ░░░░░░░░░░ ░░░░. ░░░ ░░░░░░ ░░ ░ ░░░░ ░░ ░░░░░░░░ – ░░░░░░░░░░░ ░░░░░░░, ░░░░░░░░ ░░░ ░░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░░; ░░░░░░ ░░ ░░░░░░░░░░░░░ ░░ ░░░░░░░ ░░░░ ░░░░░ ░░░░░░ ░░░ ░░░░░░░░░░░░░. ░░░░░░░ ░░░░░ ░░░░░░░ ░░░░, ░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░ ░░░░░░░░░.

Academic Matters

░░░░░ ░░░░░░░ ░░░░░░░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░░░░ ░░░░░ ░░░░ ░░ ░░░░ ░░ ░░░░░░░░░░ ░░░░░░░░. ░░░░░ ░░░░░░ ░░ ░░░░ ░░ ░░░░░ ░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░░ ░░ ░░░ ░░░░░░░░░░ ░░░░ ░░░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░ ░░░░░░. ░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░ ░░ ░░░░ ░ (░░░ ░░), ░░░░░░░░░░ ░░░░, ░░░ ░░░░ ░░░░░░ ░░░░░░░ ░░ ░░░░░░░░░░ ░░░░░░░ - ░░░░░░░░ ░░░░░; ░░░ ░░░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░ ░░░░░░ ░░░░░ ░░░░░░░░░░░░ ░░░░. ░ ░░░░-░░░░░░░░ ░░░░ ░░░░░░░░░░ ░░░░░░░░░ ░░░░ ░░░░ ░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░ ░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░░░░░░ ░░░ ░░░░░░ ░░░░░░░░░░. ░░░░░░ ░░░ ░░░ ░░░ ░░-░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░░░░░ ░░░░░░░░░░ ░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░░ ░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░. ░░░░░░ ░░░ ░░░░░░░░░ ░░░░░ ░░░░░ ░░░░░░░░ - ░░ ░░░░░░ ░░░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░░ ░-░ ░░ ░░░░ ░░░░░░░. ░░░ ░░░░░░░ ░░ ░░░░░░░░ ░░ ░░ ░░░ ░░ - ░░░░'░ ░░░ ░░░░ ░░░ ░░░░░░░░░░░; ░ ░░░░░░ ░░░░░░ ░░░░░░░░░░ ░░░░░░░░░░░ ░░░░ ░░░░░░░░░░░ ░░░░░░░░.

Background and Atmosphere

░░░░░░░ ░░ ░░░░ ░░░ ░░░░░░ ░░ ░░ ░░░░░░░░░░ ░░░░░░░░░, ░░░ ░░░░░, ░░░░░░░░ ░░░░ ░░░░░░░ ░░░░░░░ ░░░░░ ░░░░░ ░░ ░ ░░░░ ░░░░. ░ ░░░░-░░░░░░░░ ░░░ ░░░░, ░░░░░ ░░░░░░░ ░░░, ░░░ ░░░░ ░░░ ░ ░░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░ ░ ░░░░░░░░░░ ░░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░. ░░░░░░░ ░░░░░ ░░░ ░░░░░ ░░ ░░░░░░░ ░░░░ ░░ ░░░ ░░░░░░░░ ░░░░ ░░░░░░░ ░░░░░░░░░░ ░░░ ░ ░░░. ░░░ ░░░░ ░░░░░ ░░░░░, ░░░░░░░░ ░░░ ░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░ ░░░░░░░░ ░░░ ░░░ ░░░░░░░░, ░░░ ░░░ ░░░░░░░ ░░ ░░ ░░░░░ ░░░ ░░░░ ░░░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░░░░░ ░░░ ░░░░░░. ░░ ░░░░░░ ░░░░░░ ░░░░░░░ ░░ ░░░░░░░ ░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░ ░░░ ░ ░░░░░ ░░░ ░░░░░░░ ░░░░░░░░ ░░░░░ ░░░ ░░░░░░░░. ░░░ ░░░░░░ ░░░ ░░░░░░░░ ░░░░░░ ░ ░░░ ░░░░░░, ░░░░░░ ░░░░░░░ ░░░░ ░░░░░░ (░░), ░░░░ ░░░░ ░░ ░░░░░░░. ░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░░, ░░░ ░░░░ ░░░ ░ ░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░ - ░░-░░░░-░░░░.

Pastoral Care and Discipline

░░ ░░░ ░░░░░ ░░ ░░░ ░░░░░░░░ ░░░░ ░░░░░░ ░░ ░ ░░░░░░░░░░░░ ░░░░░░░░ ░░ ░░░░░-░░░ ░░░░░░░░ - ░░░░░░░░ ░░░ ░ ░░░░░░ ░░░░ ░░░░ ░░░░ ░░░░ ░░░░░ ░░░░░ ░ ░░░. ░░░░ ░░ ░░░ ░░░░░░ ░░░░ ░░░ ░░░░░ ░░░░ ░░ ░░░░░ ░░░░░░░ ░░░ ░░ ░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░; ░░░ ░░░ ░░░░░░░░, '░░░░ ░░ ░░░ ░░░░░ ░░░░░░ ░░░░░ ░ ░░░░ ░░░░ ░░░░░░░░░ ░░░░░░ ░░ ░░░ ░░░ ░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░░ ░░ ░░░░░░░ ░░░░ ░░░░░░░.' ░░░░ ░░░░░░ ░░░ ░░ ░░░░░░░░ ░░░░ ░░ ░░░ ░░░░░░░░░░, ░░░░ ░░░░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░░ ░░░░░░░░░░ ░░░ ░░░ ░░░░░░░░, ░░░░░ ░░░ ░░░░░░░░-░░░░░░ ░░░░░-░░░ ░░░░ ░░░░ ░░░ ░░░░░ ░░░░░. ░ ░░░░░░ ░░░░░░░░░░░ ░░░░░░░░░░ ░░░░ ░░ ░░░░░░░░░░ ░░░░░░░ ░░░░. ░░░░-░░░░░░ ░░░░░ ░░░░░░░░░░ ░░░░░░░░░; ░░░░░░ ░░ ░░░░ ░░░░░ ░░░░ ░░░░░░░░░░░░░░ ░░░░░░, ░░░ ░░░░░░░░ ░░░ ░░ ░░░░░░░░░ ░░ ░░░░░░ ░░░░░░ ░░░ ░░░░░ ░░░░ ░░░░░░.

Pupils and Parents

░░░░░░░░ ░░░ ░░░░ ░░░ ░░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░░, ░░░ ░░░░ ░░ ░░░░░░░░░░░░░ ░░░░░░░ – ░░░░░░ ░░░░░░░ ░░░░ ░ ░░░ ░░░░ ░░░, ░░░░░░ ░░░ ░░░ ░░░░░░ ░░░░. ░░░░░░ ░░ ░░░ ░░░░ ░░░ ░░░░░░ ░░ ░░░.

Entrance

░░░░░░░░░ ░░░░ ░+ ░░░░░, ░░░░ ░░ ░░░░░░ ░░░░░░ ░░░░░░░░░; ░░░░░░ ░░░ ░ ░░░░░ ░░ ░░░░░ ░░░░░░░░░ ░░░░░░ ░░░░░░░░ ░░░░░░░░ ░░░░░░░░░, ░░░░░░░░/░░░/░░░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░░░ ░░░░░░░░░░░░. ░░░░░░░░░░░░░░ ░░░ ░░ ░░░░░░░ ░░░ ░░░ ░░░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░. ░░'░░ ░░░░░ ░░░░░░░░░░ ░░░░ ░ ░░░ ░░░░░░░ ░░░░ ░░░ ░░░░░░ ░░░'░ ░░░░░░ ░░░░░░░░░ ░░░░ ░░░░░░ ░░░░░░░ ░░░░░░░ ░░░ ░░░ ░░ '░░░░░' ░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░░░. ░░ ░░░░░░ ░░░░ ░░░░ ░░ ░░░░░, ░░░ ░░░░░░░░ ░░ ░░░░░░░░░░░ – ░░░ ░░░░░░░ ░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░ ░░░ ░░ ░░░░░░░ ░ ░░░░░░ ░░░░ ░░░░, ░░░░░░ ░░░░ ░░░ ░░░░-░░░░░░ ░░░░░░░░░ ░░░░░░░░. ░░ ░░░ ░░░░ ░░░░ ░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░░░░░ ░░░░░ ░░ ░░░ ░░░ ░ ░░░░░ ░░░░░ ░░░░ ░░ ░░░░░░░░░ ░░░ ░░░░░░░░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░ ░░░ ░░░░░. ░░░░░░░░░░, ░░░░░ ░░░░ ░░ ░░ ░░░░ ░ ░░░░░░░░░░░░ ░░░░ ░░ ░░░░░ ░░ ░░░░░ ░░░ ░░░░░░ ░░ ░░░░ ░░░ ░░░ ░░░░░░░ ░░░. ░░ ░░░ ░░░░░ ░░ ░░░ ░░ ░░░░░░░░, ░░░ ░░░░ ░░░░░ ░░ ░░ ░░░░ ░░ ░░░ ░░░░░░░░ ░░░░░░░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░░░░░░░░ ░░░░░░░. ░░░ ░░░░░░ ░░░░ ░░░░ ░░░░ ░░░░ ░░ ░░░░░, ░░░ ░░░ ░░░░░ ░░░░ ░░ ░░░░░░░ ░░ ░░░░░ ░░░ ░░ ░░░░░ ░░░░░░░░░░ ░░░░. ░░░░░░░░░░ ░░ ░░░-░░░, ░░ ░░░ ░░░ ░░░ ░░░░░ ░░░░░ ░░░ ░░ ░░░░░░ ░░░ ░░░░░░ ░░░░ ░░ ░░░░ ░░ ░░░░ ░░░░░░░░░░ ░░░░░. ░░ ░░░ ░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░ ░░░, ░░ ░░░░░ ░░░░ ░░░ ░░ ░░░░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░░░░░░ ░░░░░░░░░ ░░░ ░░░ ░░░░░.

Exit

░ ░░░ ░░░░░░ ░░ ░░░░░░░░░░ ░░░░░░░░░ ░░░░░░ ░░░ ░░░ ░░ ░░░. ░░+ ░░░░░░ ░░ ░░░░░░░░░░, ░░░ ░░░ ░░ ░░ ░░░░░░░; ░░ ░░░░░░░░░░░░ ░░░░ ░░░░ ░░░░░ ░░ ░░░░░░ ░░░ ░░░░-░░░░ ░░░ ░░░░ ░░░░░░ ░░░░░░░ ░░ ░░ ░░░░░░░░░░ ░░ ░░░░ ░░░ ░ ░░░░░.

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Special Education Needs Survey

SEN Statement

London's Centre Academy, one of the most unique schools in the UK, enables students with various learning difficulties to reclaim their futures. We do so by teaching the skills and coping strategies that students with Dyslexia, ADD, ADHD, Dyspraxia and other learning challenges require in order to succeed.

With exceptionally small classes (usually 6 or 7 students), significant one-to-one instruction and dedicated and experienced faculty members, Centre Academy makes it possible for its students to work to their fullest potential. Following testing and evaluation, we design a programme of instruction tailored to meet the student's individual needs.

Equally unique is the curriculum or rather, the fact that the School offers both the British National Curriculum through GCSE and the traditional American High School Diploma. By offering both systems, we are able to cater to the strengths of the individual student rather than being limited to a 'one size fits all' approach.

English and Maths form the core of a student's studies. Other areas involve the Humanities, Science, ICT, Art, Drama, Music, PSHE, Citizenship, and in most instances, Foreign Languages (Spanish and French). Individual counselling, speech & language therapy, and occupational therapy are available. We also offer an after-school Homework club and a range of extra-curricular activities.

GCSE students have a 100 percent record of acceptance to sixth form and other colleges. Diploma students regularly receive unconditional offers to some of the finest universities in the UK and the US (including Edinburgh, Aberdeen, London, Plymouth, Essex, Hull, to name but a few).

With so much emphasis on the individual, Centre Academy must of necessity remain small. The co-educational student body of 70 (ages 7-19) views itself as a community, and the family atmosphere adds to the sense of caring and nurturing.
Nov 09.

Autistic Spectrum Disorder

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Aspergers Syndrome Mild
Aspergers Syndrome Moderate
Aspergers Syndrome Severe
Autism Mild
Autism Moderate
Autism Severe
Semantic Pragmatic Disorder
Other Autistic

Behavioural Difficulties

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Attention Deficit Disorder Mild
Attention Deficit Disorder Moderate
Attention Deficit Disorder Severe
Attention Deficit / Hyperactivity Disorders Mild
Attention Deficit / Hyperactivity Disorders Moderate
Attention Deficit / Hyperactivity Disorders Severe
Emotional and behavioural difficulties Mild
Emotional and behavioural difficulties Moderate
Emotional and behavioural difficulties Severe
Conduct Disorders
Obsessive Compulsive Disorders
Oppositional Defiant Disorders
Tourettes and other tic disorders

Genetic and related Disorders

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Down's Syndrome Mild
Down's Syndrome Moderate
Down's Syndrome Severe
Fragile X
Other genetic

Learning difficulties

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Moderate learning difficulties
Profound and multiple learning difficulties
Severe learning difficulties

Specific learning difficulties

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Dyscalculia Mild
Dyscalculia Moderate
Dyscalculia Severe
Dyslexia Mild
Dyslexia Moderate
Dyslexia Severe
Dyspraxia Mild
Dyspraxia Moderate
Dyspraxia Severe
Other Specific Learning Difficulties Mild
Other Specific Learning Difficulties Moderate
Other Specific Learning Difficulties Severe
English as an additional language

Sensory Impairment

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Hearing Impairment Mild
Hearing Impairment Moderate
Hearing Impairment Severe
Multi-sensory Impairment
Speech and Language Difficulties
Visual Impairment Mild
Visual Impairment Moderate
Visual Impairment Severe

Medical and Related Needs

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Cerebral Palsy Mild
Cerebral Palsy Moderate
Cerebral Palsy Severe
"Delicate" children
Epilepsy
Eating disorders
Physical Difficulties (Not indicated elsewhere.)
Other

General Questions


Are all children tested for SEN on entry to the school?
Please outline the screening programmes used by the school.
How many children with statements of need or equivalent do you have in the school?
Do you make special provision for exceptionally gifted children?
Please outline what is on offer for such children
Please indicate if the school has or has available to it any of the following:
Behaviour Support Unit.
Learning Support Unit.
Pupil Referral Unit.
Other withdrawal.
Specialist language centre
Schemes or Initiatives such as SHARE or Playing for Success.
Please indicate if the school has any of the following characteristics:
SEN accreditation, for example by CRESTED?
Centre of excellence for SEN that is Not already outlined?
Good wheelchair access
Provides outreach support?
Receives outreach support?
Do children with SEN participate fully in sport and other extracurricular activities?
Please provide information on staffing. Does the school have:
A SENCO or equivalent?
Staff who will administer prescription medicines to a child
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).		16
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).		2
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

Centre Academy

Centre Academy Where to pupils come from and Go to

Centre Academy A Level, GCSE Exam Results, Tables and Graphs

Centre Academy KS2, GCSE, Alevel Results and Performance

Ofsted report, English Baccalaurate, value Added

Centre Academy University Leavers Data

Centre Academy

Centre Academy, London is a special independent school for boys and girls aged from 8 to 19.

Good Schools Guide Review Snapshot

The Good Schools Guide Review of Centre Academy, London, SW11 1SH

Our View

Principal

Academic Matters

Games, Options, the Arts

Academic Matters

Background and Atmosphere

Pastoral Care and Discipline

Pupils and Parents

Entrance

Exit

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Special Education Needs Survey

Autistic Spectrum Disorder

Behavioural Difficulties

Genetic and related Disorders

Learning difficulties

Specific learning difficulties

Sensory Impairment

Medical and Related Needs

General Questions

School Features

Curricula

SEN attributes

Centre Academy Catchment Area Map

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