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Birkenhead School

Address
58 Beresford Road
Oxton
Prenton
CH43 2JD
Tel
01516 524014
Fax
01516 513091
Email
Web
If you are a representative of Birkenhead School and wish to add to or amend the information we hold on the school please click here

Birkenhead School, Prenton is an independent school for boys and girls aged from 3 to 18.

Local authority:

Wirral

Pupils:

725

Religion:

Not Applicable

Fees:

£7,320 - £10,740 pa

Open days:

Last Saturday in September and visits at any other time.


Properties

Properties for rent:


Linked schools

Linked Schools: Birkenhead Prep School

Good Schools Guide Review Snapshot

The Wirral is a pretty conservative place, and the school is happy with its own traditional elements: little boys wear caps, prefects wear gowns, and the head enters assembly to the head of school's cry of 'School!', whereupon...
Read More


School Self Portrait

Birkenhead School is an open and happy community in which endeavour and achievement flourish and where everyone is valued for his or her own personal qualities and talents.

The School offers a well proven route to academic success and, with superb resources and a highly qualified and dedicated staff, seeks to enable each individual to reach his or her full potential. We aim to make the experience... Read More

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The Good Schools Guide Review of Birkenhead School, Prenton, CH43 2JD

Our View

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

Headmaster

░░░░░ ░░░░░░░░░ ░░░░, ░░ ░░░░░░ ░░░░░░, ░░░░░░░░░░ ░░░░ ░░ ░░░░░░ ░░░░ ░░░░░░ ░░ ░░░░░░░░░░. ░░░ ░░ ░░░░░░ ░░░ ░░░ ░░ ░░░░░░░░░░ ░░ ░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░░; ░░░░░░░░ ░░░░░ ░░░ ░░░░░ ░░░░░ ░░░░░░ ░░░░░░░ ░░ ░░░░░░ ░░░░░░ ░░ ░░░░ ░░ ░░░░░░░░░░ ░░░ ░░. ░░░░░░ ░░ ░░░░░░░░ ░░░░░░░ ░░░░░░ ░░ ░░░░ ░░ ░░░░░░░░░░ ░░░ ░░░░ ░░ ░░░░░ ░░░░ ░░░░░░ ░░░░░░░ ░░░░░░ ░░░░. ░░ ░░ ░░░░░░░ ░░ ░░░░░, ░░░ ░░░░ ░░░░ ░░░░ ░░░░░░░ ░░░░. ░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░.

Academic Matters

░░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░░, ░░░░░░░ ░░░░ ░░░░░ ░░ ░░░░░ ░░░░░░░░░ ░░░░░░░░, ░░░ ░░░░ ░░░░░░░░░░░. ░░ ░░░░ ░ ░░░░░: ░░ ░░░ ░░░░ ░*/░, ░░ ░░░ ░░░░ ░*/░. ░░░░░░░░ ░░░ ░░░ ░░░░░ ░░░ ░░░░░░░ (░░░░░░░░░ ░░░░░░░); ░░░░░░░ ░░░░░░░░░░ ░░░░░░░ ░░ ░░░░░░░, ░░░░░░░░░ ░░░ ░░░░░░░. ░░░░ ░░ ░░░ ░░░░ ░*/░ ░░ ░░░░. ░░░░░░░ ░░░░░░ ░░ ░░░░░░░░ (░░░ ░░░░░░░░) ░░░░ ░░░░░░ ░░░░░ ░░░░░░ ░░░░ ░░░░░-░░░░ ░░░░░ ░░░░ ░░░ ░░ ░░░░░ ░░ ░░░░░ ░░░░░░░ ░░░ ░░░░, ░░ ░░░░░░░░ ░░░░░░ ░░░░ ░░░░░, ░░░░░, ░░░░░░, ░░░░░░, ░░░░░░░. ░░░░░░░░ ░░░░░░░░ ░░░ ░░░░ ░░ ░░░░. ░░░░░░░ ░░░░░ ░░░░░░░░░░░ ░░ ░░░░░ ░░░░░░, ░░░ ░░░░░░ ░░ ░░░░░ ░░░░-░░░░ ░░░░░░░░ ░░░░░░░ ░░░░░░░░. ░░░░░░░ ░░░ ░░░ ░░░-░░-░░░ ░░░░░░░. ░░░ ░░░░ ░░░░░ ░░░░░░░░ - ░░░░ ░░░░ ░░░░░ ░░ ░░░░░ ░░░ ░░░░. ░ ░░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░ ░░░░ ░░░░░░░░░ ░░░░░░░░░ - ░░░ ░░░░░░ ░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░░░.

Games, Options, the Arts

░░░░░ ░░░░░░ ░░░░░░░ ░░░ ░░░░ ░░ ░░░░░░: ░░░░░░░ ░░░ ░░░░░ ░░░░ ░░░░ ░░░░░░ ░░ ░░░ ░░░░░░ ░░░░. ░░░░ ░░ ░░░ ░░░░░ ░░░░░░, ░░░░░░ ░░ ░░░░░ ░░░░. ░░░░░░ ░░░░░' ░░░░░ ░░ ░░░░░░, ░░░░░░░, ░░░░░░░░ ░░░ ░░░░░░░░. ░░░░░░ ░░ ░░░░░ ░░░ ░░░, ░░░░░░░ ░░░░░ ░░░░░░░░░░░ ░░░░ ░░░░░ ░░░░░ ░░░ ░░░░░░░ ░░░░░░░: '░░'░░ ░░░ ░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░░.' ░░░░░░░░ ░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░: ░░░ (░░░ ░░░░░ ░░░░░░░░), ░░░░░░ ░░░░ ░░░░░ ░░ ░░░░░' ░░░░░░; ░ ░░ ░ (░░ ░░░░░░ ░░░░ ░░░░░); '░░░░░░░ ░░░░░ ░░░░░ ░░ ░░░░░░░░░░'. ░░░░░ ░░░░░ ░░░ ░░░░░░░░░░░. ░░░░░░ ░░░░░: ░░░░░░ ░░░░░░░░ ░░░░ ░░░░░░░░░ ░░░░░░░░; ░░░░ ░░░░░░░░░░░░ ░░░░░░░; ░░░░░░ ░░░░░, ░░░░░░░ ░░░░░░ ░░░░░ ░░░ ░░░░░░░ ░░ ░░░░░░░ ░░░░░░ ░░░░░░░░ ░░░░░░ ░░░░, ░░░░░░░░░ ░░░░░░ ░░░░ ░░░ ░░ ░░ ░░. ░░░░░░ ░░░░░.

Academic Matters

░░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░░, ░░░░░░░ ░░░░ ░░░░░ ░░ ░░░░░ ░░░░░░░░░ ░░░░░░░░, ░░░ ░░░░ ░░░░░░░░░░░. ░░ ░░░░ ░ ░░░░░: ░░ ░░░ ░░░░ ░*/░, ░░ ░░░ ░░░░ ░*/░. ░░░░░░░░ ░░░ ░░░ ░░░░░ ░░░ ░░░░░░░ (░░░░░░░░░ ░░░░░░░); ░░░░░░░ ░░░░░░░░░░ ░░░░░░░ ░░ ░░░░░░░, ░░░░░░░░░ ░░░ ░░░░░░░. ░░░░ ░░ ░░░ ░░░░ ░*/░ ░░ ░░░░. ░░░░░░░ ░░░░░░ ░░ ░░░░░░░░ (░░░ ░░░░░░░░) ░░░░ ░░░░░░ ░░░░░ ░░░░░░ ░░░░ ░░░░░-░░░░ ░░░░░ ░░░░ ░░░ ░░ ░░░░░ ░░ ░░░░░ ░░░░░░░ ░░░ ░░░░, ░░ ░░░░░░░░ ░░░░░░ ░░░░ ░░░░░, ░░░░░, ░░░░░░, ░░░░░░, ░░░░░░░. ░░░░░░░░ ░░░░░░░░ ░░░ ░░░░ ░░ ░░░░. ░░░░░░░ ░░░░░ ░░░░░░░░░░░ ░░ ░░░░░ ░░░░░░, ░░░ ░░░░░░ ░░ ░░░░░ ░░░░-░░░░ ░░░░░░░░ ░░░░░░░ ░░░░░░░░. ░░░░░░░ ░░░ ░░░ ░░░-░░-░░░ ░░░░░░░. ░░░ ░░░░ ░░░░░ ░░░░░░░░ - ░░░░ ░░░░ ░░░░░ ░░ ░░░░░ ░░░ ░░░░. ░ ░░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░ ░░░░ ░░░░░░░░░ ░░░░░░░░░ - ░░░ ░░░░░░ ░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░░░.

Background and Atmosphere

░░░░░░░ ░░░░, ░░░░░░ ░░░░░░ ░░░░░, ░░░░ ░░░░░░░░░░░ ░░ ░░░░. ░░ ░░░░░░░ ░░░░░░, ░░░░░░ ░░ ░░ ░░░░░░░░ ░░░░░░░. ░░░░░░░ ░░░░░ ░░░ ░░░░ ░░░░░░░░░░░, ░░░░-░░░░░ ░░░░░ ░░░░ ░░░░░░ ░░░ ░░░░░░, ░░░ ░░░'░ ░░░░░ ░░ ░░░ ░░░░░░░░░ ░░ ░ ░░░░░░ ░░░░░░ ░░ ░░░ ░░░░░░░ ░░░░░░ ░░░ ░░░░░░ ░░ ░░░░░ ░░░░░░ ░░░ ░░░░░░ ░░░░░░░░░. ░░ ░░░░ ░░ ░░░░░░░░░ ░░░░░░ ░░ ░░░ ░░░ ░░░, ░░░░░░░░░ ░ ░░░░░░░░ ░░░░░░░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░ ░░░░░. ░░░░░ ░ ░░░ ░ ░░░░░░ ░░ ░░ ░░░░░░░ ░░░░░░░, ░░░░ ░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░ ░ ░░░░░░░░, ░░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░ ░░░░░░ ░░░░░░. ░░ ░░░░░░░ ░ ░░░░░░░ ░░ ░░░░░ ░░ ░░░ ░░░░░, ░░░ ░░░░'░░ ░░░░░░░░ ░░ ░░ ░░░ ░░░░ ░░░░░░ ░░░ ░░░░░░░ ░░░ ░░░░░░. ░░-░░░░░░░░░ ░░░░░░░░░░ ░░░░░░░ ░░░░ ░░░░░░░░░░ ░░░░ ░░░░░░, ░░░░░ ░░░ ░░░ ░░░░░░ ░░ ░░░░░░░, ░░ ░░░░░░ ░░ ░░░░░ ░░ ░░░░░ - ░░ ░░░░░░░░'░ ░░░░░░, ░░ ░░░░░. ░░░░░░░░░░░ ░░ ░░░░░ ░░░ ░░░░ ░░░░░░░░, ░░░ ░░░░░░ ░░░░░░░░; ░░░░░░ ░░ ░ ░░░░░░░░░ ░░░░░, ░░░ ░░░░░░░░░░░ ░░ ░░░ ░░░░ ░░░░░░░░ ░░░ ░░░░░░░░░. ░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░ '░░░░░░░░░' ░░░░░░' ░░░░░░░░░. ░░░░░░░░░ ░░░░░░ ░░░ ░░ ░░░░ ░░░░░░ ░░░ ░░░░░, ░░░ ░░ ░░░░░ ░░░░░ ░░░░. ░░░ ░░░░░░ ░░ ░ ░░░░░░ ░░░░░░░░░░░░ ░░░░░, ░░░ ░░░ ░░░░░░ ░░ ░░░░░ ░░░░ ░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░: ░░░░░░ ░░░░ ░░░░ ░░░░, ░░░░░░░░ ░░░░ ░░░░░, ░░░ ░░░ ░░░░ ░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░░░░'░ ░░░ ░░ '░░░░░░!', ░░░░░░░░░ ░░░ ░░░░░ ░░. ░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░ ░░░ ░░░░ ░░░░. ░░░░░░ ░░░░░░░░░░░░ ░░░░░░░ ░░ ░░░░░░░░░ ░░ ░░░░░ ░░░░ ░░░░░ ░░░ ░░░░░░░░░░░░ ░░ ░░░░░░░░; ░ ░░░░░░░░ ░░░░ ░░ ░ ░░░░░ ░░ ░░░ ░░░. ░░░░░░ ░░░░░░ ░░░░░░░░░░, ░░ ░░░░░, ░░░░ ░░ ░░░░░░░░, ░░ ░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░'░ ░░░░░░ ░░, ░░░ ░░░░░░░░░ ░░ ░░░ ░░░ ░░░░░░'░ ░░░░░░░░░.

Pastoral Care and Discipline

░░░░░░░░░░░ ░░░ ░░░░░░ ░░░░░░; ░░░░░░░░░░░░ ░░░░░ ░░░░░░░░░░░░░░░░ ░░░░ ░░'░ ░░░░ ░░░░ ░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░ - ░░░░░░░░░ ░░ ░░░ ░░░░░░ ░░ ░░░░░░░░░░░. ░░░░░░ ░░░░ ░░░░░░ ░ ░░░: '░░ ░░░'░ ░░ ░░░░░░░░ ░░░░'. ░░░ ░░░░░░░░░ ░░░ ░░░░ ░░░ ░░ ░░░░ ░░░░ ░░░░░; ░░░░░░ ░░░ ░░ ░░░░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░░░░░ - ░░░░░░!

Pupils and Parents

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

Entrance

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

Exit

░ ░░░ ░░░░░ ░░ ░░+. ░░░░ ░░░░░░░░ ░░ ░░░░ ░░░░░░░░░░░░ - ░░░░ ░░ ░░░░░░░ ░░░░░, ░░░░░░░░░░ ░░░░░░, ░ ░░░░░░░ ░░ ░░░░░░░░ ░░░░ ░░░░ - ░░ ░░░░ ░░░░ ░░░░░░░░: ░░░, ░░░░░░░░/░░░░░░░░░, ░░░░░░░░░░░ ░░░░░░░.

Money Matters

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

Our View

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


Special Education Needs Survey


SEN Statement

The School has in place a well established programme to support pupils with Dyslexia and is also able to support pupils, through mentoring or other measures, with other conditions such as: Dyscalculia, Dyspraxia, Attention Deficit (Hyperactivity) Disorder, Asperger Syndrome and Autism.

Most pupils attend one 40 minute period a week, either individually or in small groups. Prep pupils are taught at a fixed period each week, while Senior pupils' lessons take place on a rolling rota to ensure that they do not miss the same lesson each week.

January 2013

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 MildTicked
Aspergers Syndrome ModerateTicked
Aspergers Syndrome SevereTicked
Autism MildTicked
Autism ModerateTicked
Autism SevereTicked
Semantic Pragmatic DisorderTicked
Other AutisticTicked

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 MildTicked
Attention Deficit Disorder ModerateTicked
Attention Deficit Disorder SevereTicked
Attention Deficit / Hyperactivity Disorders MildTicked
Attention Deficit / Hyperactivity Disorders ModerateTicked
Attention Deficit / Hyperactivity Disorders SevereTicked
Emotional and behavioural difficulties MildTicked
Emotional and behavioural difficulties ModerateTicked
Emotional and behavioural difficulties SevereTicked
Conduct DisordersTicked
Obsessive Compulsive DisordersTicked
Oppositional Defiant DisordersTicked
Tourettes and other tic disordersTicked

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 MildTicked
Down's Syndrome ModerateTicked
Down's Syndrome SevereTicked
Fragile XTicked
Other geneticTicked

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 difficultiesTicked
Profound and multiple learning difficultiesTicked
Severe learning difficultiesTicked

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 MildTicked
Dyscalculia ModerateTicked
Dyscalculia SevereTicked
Dyslexia MildTicked
Dyslexia ModerateTicked
Dyslexia SevereTicked
Dyspraxia MildTicked
Dyspraxia ModerateTicked
Dyspraxia SevereTicked
Other Specific Learning Difficulties MildTicked
Other Specific Learning Difficulties ModerateTicked
Other Specific Learning Difficulties SevereTicked
English as an additional languageTicked

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 MildTicked
Hearing Impairment ModerateTicked
Hearing Impairment SevereTicked
Multi-sensory ImpairmentTicked
Speech and Language DifficultiesTicked
Visual Impairment MildTicked
Visual Impairment ModerateTicked
Visual Impairment SevereTicked

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 MildTicked
Cerebral Palsy ModerateTicked
Cerebral Palsy SevereTicked
"Delicate" childrenTicked
EpilepsyTicked
Eating disordersTicked
Physical Difficulties (Not indicated elsewhere.)Ticked
OtherTicked

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?1
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.Ticked
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?Ticked
Please provide information on staffing. Does the school have:
A SENCO or equivalent?Ticked
Staff who will administer prescription medicines to a childTicked
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked0
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.PG Dip Prof Studies in Education (Teaching of Pupils with SpLD); Advanced Certificate in Remedial Education; Diploma for Teachers of Learners with SpLD; PG Dip SEN
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

Birkenhead School Catchment Area Map

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Understanding the road risks in your local area

As many of us do, AXA Insurance and Road Safety Analysis believe that one child casualty on Britain’s roads is too much.

The data is presented by local area in order to aid the understanding of risk – it’s not just about killed or seriously injured, but about any incident reported to the police. Although road safety issues may arise due to a myriad of different reasons including proximity to busy roads and local speed limits, schools play a pivotal role in mitigating these risks by investing time in road safety education programmes.

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