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Cheadle Hulme School

Cheadle Hulme School
Address
Claremont Road
Cheadle Hulme
Cheadle
Cheshire
SK8 6EF
Tel
01614 883330
Fax
01614 883345
Email
Web
If you are a representative of Cheadle Hulme School and wish to add to or amend the information we hold on the school please click here

Cheadle Hulme School, Cheadle is an independent school for boys and girls aged from 4 to 18.

Local authority:

Stockport

Pupils:

1111

Religion:

Non-denominational

Fees:

£10,656 pa

Open days:

September, October, November


Properties

Properties for rent:

Properties for sale:


Linked schools


Good Schools Guide Review Snapshot

Although exam results are ultimately the paymaster, the head says that ‘there must be fun in education. Hard work must be balanced with support’. Pupils appreciate the wide range of teaching styles the school employs and comment that teachers are very approachable. All...
Read More


School Self Portrait

Founded as a co-educational school in 1855, and originally known as the Manchester Warehousemen and Clerks' Orphan Schools, Cheadle Hulme School remains faithful to its charitable origins. It was one of the first co-educational schools to join HMC and became independent in 1976 when the Direct Grant Scheme ended. Set in 83 acres of Cheshire countryside near Manchester, there have been extensive additions... Read More

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The Good Schools Guide Review of Cheadle Hulme School, Cheadle, SK8 6EF

Our View

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

Head

░░░░░ ░░░░, ░░ ░░░░ ░░░░░░░ ░░ (░░░). ░░░░░░░░ ░░ ░░░░░ ░░░░░░░, ░░░░░░, ░░░░░ ░░░ ░░░░ ░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░, ░░░░░░░░ ░░ ░░ ░░░░ ░░░░░░░░░░ ░░░░░░░░ ░░░░░░. ░░░░░░░░░░ ░░░░░░ ░░░░ ░░ ░░░░░░░░░░ ░░░░░░░ ░░ ░░░░░░░░░. ░░░ ░░░░░░ ░░░ ░░░░░░░ ░░░ ░░░ ░░░░░░░ ░░░░░’░ ░░░░░░░ ░░░░ ░░░░ ░░░░ ░░ ░░░░, ░░░░░░░░░░░░ ░ ░░░░ ░░░░░░-░░░░░░ ░░░░ ░░░░░░ ░░░ ░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░░ ░░░ ░░░░. ░░░ ░░░░░░░░░░░░, ░░░ ░░░░░ ░░░░░░░ ░░░░░░░ ░░ ░░░░░░░ ░░░░░. ░░░░░░░░░░░ ░░░ ░░░░░░░, ░ ░░░░ ░░░░░░░░ ░░ ░░-░░░░░░░░░ - ‘░░░░░ ░░░ ░░ ░░░░ ░░░░░░░ ░░ ░░░░░ ░░░ ░░░░ ░░░ ░░░░░ ░░░░░ ░░░░░░░░ ░░░░░░░░,’ ░░░ ░░░░. ‘░░░░ ░░░░░░░░ ░░░░ ░░░’░ ░░░ ░░░ ░░░░░ ░░ ░░░░░░ ░░░ ░░░░░░░. ░░░ ░░░░░░░░ ░░░’░ ░░ ░░░░░░░ ░░░░ ░░░ ░░░░ ░░ ░░░░░. ░░░░░ ░░ ░ ░░░░░░░░░░ ░░░░░ ░░-░░░░░░░░░. ░░ ░░░░░░░ ░░░░░░░░ ░░░░░ ░░░░░ ░░░░░░░░░░░.’ ░░░░░░░ ░░░░ ░░░░░░░░░ ░░░ ░░░ ░░░░░░, ░░░ ░░░░ ░░░░ ░░ ░░░ ‘░░░ ░░░░░░░░░ ░░ ░░ ░░░░░░░░░░░ ░░ ░░░░░░░░░░. ░░ ░░░ ░░ ░░░░ ░░░░░░░ ░░░░░░░░, ░░░░ ░░░░░░, ░░░░ ░░░░░░░░’. ░ ░░░░░░ ░░░░ ░░ ░░░░ ‘░░░’░ ░░░░░░ ░░░░░░░░░ ░░░ ░░░░░,’ ░░░ ░░░░░░ ░░░░░░ ░░░ ░░ ‘░░░░░░░░ ░░░ ░░░░░░’ ░░░ ‘░░░, ░░░ ░░░ ░ ░░░░░░░░’. ░░░ ░░░ ░░░░░░░░: ‘░░░’░ ░░ ░░░░░░░░░░, ░░░░ ░░░░░░░░ ░░░░░░░░ ░░░░░░░░. ░ ░░░ ░░ ░ ░░░░░░░░░░░░ ░░░░ ░░ ░░░░░░ ░░░ ░░░ ░░░░ ░░░░░░ ░░ ░░░░░.’ ░ ░░░░░░ ░░░░░░ ░░ ░░░ ░░░░░░░░ ░░░░░ ░░░░░, ░░░ ░░░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░░ ░░░, ░░░░░░░.

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

Cheadle Hulme School is a selective school and all students have to reach the required standard for entry.

Currently we have a small number of children with specific learning needs. These children are supported through a learning support programme in order for them to fully develop their talents. Class teachers are made aware of any problems concerning individuals and appropriate support is provided within lessons.

There are a number of pupils that are identified as being either talented or gifted in each year group. The identification is used as an internal assessment procedure only. Year 7 pupils are also identified through the national MIDYiS test. Class teachers are made aware of the pupils identified as talented or gifted in their subject or across all subjects and a range of activities and visits are provided to encourage and stretch these pupils.

January 2012

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 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 MildTicked
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 MildTicked
Dyslexia Moderate
Dyslexia Severe
Dyspraxia MildTicked
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 MildTicked
Hearing Impairment Moderate
Hearing Impairment Severe
Multi-sensory Impairment
Speech and Language Difficulties
Visual Impairment MildTicked
Visual Impairment ModerateTicked
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
EpilepsyTicked
Eating disorders
Physical Difficulties (Not indicated elsewhere.)
Other

General Questions

Are all children tested for SEN on entry to the school?TickedMIDYIS.
Please outline the screening programmes used by the school.LASS Dyslexic Screening Test
How many children with statements of need or equivalent do you have in the school?3
Do you make special provision for exceptionally gifted children?Ticked
Please outline what is on offer for such childrenA range of activities and visits.
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?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).Ticked
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.Post Graduate Certificate in Specific Learning Difficulties.
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

Cheadle Hulme 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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