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Driffield School and Sixth Form

Address
Manorfield Road
Driffield
East Riding of Yorkshire
YO25 5HR
Tel
01377 253631
Fax
01377 256922
Email
Web
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Driffield School and Sixth Form, Driffield is a state school for boys and girls aged from 11 to 18.

Local authority:

East Riding of Yorkshire

Pupils:

1790

Religion:

Non-denominational


Properties


Linked schools


Good Schools Guide Review Snapshot

A whopper of a school, among the biggest in the country, set in a vast 40-acre site and with most of the students' home villages in the Yorkshire Wolds. Feels less like a school, more like a campus, not least in sixth form which boasts own internet café. Biggest asset? Its own...
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The Good Schools Guide Review of Driffield School and Sixth Form, Driffield, YO25 5HR

Our View

░ ░░░░░░ ░░░░░ ░░░░░░ ░░░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░-░░░░░░ ░░ ░░░░ ░░ ░░░ ░░░░░░░░░ ░░ ░ ░░░░░ ░░░░░░░░░. ░░░░░░░░ ░░░░░░░░░░ ░ ░░░░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░ ░░░░░░.

Head Teacher

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

Academic Matters

░░░░░░░░ ░+ ░* - ░ ░░░░ ░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░ ░░ ░░░░░░░░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░░, ░░░ ░░░░░░░ ░░ ░░░░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░ ░░░░░░░ - ░░░░░░ ░░░░░░░ ░░ ░░ ░░ ░░ ░░░ ░░░░, ░░░░ ░░░░░░ ░░░ ░░░░ ░░ ░░░░░░░░░░ ░░░░░░░ ░░░░░░░░░░░░. ░ ░░░░░ ░░ ░░░ ░░░░ ░* - ░ ░░░░░░. ░░░░░ ░░░░░░ ░░░░░ ░░ ░░░░░░░ ░░ ░░░░░ ░░░░░░░ ░░░ ░░░ ░░░░. ░░░░░░░░ ░░░ ░░░░░░░░ ░░ ░░░░░░ ░░░░░ ░░░░ ░░░░░ ░░ ░░ ░░░░░░░░░░ ░░░░░░░░░░░░ ░░░░░░. ░░░░░░░░ ░░░░░ ░░ ░░░ ░░░░░░░ ░░░ ░░░░░ ░░ ░░░░ ░░░░░-░░░ ░░░░░░░░ ░░░ ░░░░░░░ ░░░░░ ░░ ░░░░░░░ ░░ ░░ ░░░░░ ░░ ░░░░░░░░ ░░░ ░░░ ░░░░░░ ░░░░░░░, ░░ ░░ ░░░░░ ░░░░░░░░ ░░ ░░░░ ░░░░░. ░░░░░ ░░ ░░░░░░░░ ░░ ░ ░░░░░░ – ░ ░░░░░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░ ░░░░░░░░░ ░░░░ ░░ ░░░░░. ░░░░░░░ ░░░░ ░░, ░░░░░░ ░░░░░ ░░, ░░░░ ░░░░░░░░ ░░░░░░ ░░'░ ░░░ ░░░░░ ░░░░░░░ ░░░░ - ░░░░░░░░░░. ░░░ ░░'░ ░░░ ░░░ ░░░ ░░░░ ░░░ ░░░░░░ - ░░░ ░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░ ░░░░░░░░░░ ░░░ ░░░ ░ ░░░░░░░ ░░░░░░░░░ ░░░░░░ ░░░░░. ░░░ ░░░░, ░░░ ░░░░░░ ░░░░░░░ ░░░░░░░░ (░░ ░░░░░░░░░), ░░░ ░░░░ ░░░░ (░░░░░░) ░░░ ░░░░░░░░ ░░░░░░░░░░ ░░░░ ░░░░░░░░ ░░ ░░░░░░ – ░░░ ░░░░░░ ░░░-░░░░░░, ░░░░, ░░░░ ░░░░░░░░ (░░░░░░ ░░░░ ░░░░░░░░░░) ░░░░ (░░░ ░░░░░░ ░░░░░░░░ ░ ░░░░░ ░░░░░ ░░░░░░). ░░░░ ░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░░░ ░░░░ ░░░░ ░░░ ░░░ ░░░░░░░░░ ░░ ░░░░ ░░░░░░░░░░. ░░░-░░-░░░, ░░░-░░-░░░, ░░░░░ ░░░░░░, ░░░░░░░░ ░░░░ ░░░ ░░░░ ░░ ░░░░░ ░░░░░ ░ ░░░░, ░░░░░ ░░░░░ (░░░░░░░░░) – ░░ ░░░ ░░░ ░░ ░░░░░░, ░░░ ░░░ ░░░░░░░░░. ░░░░░░░░ ░░░░░░░░ ░░░░░░░░░░, ░░░ ░░░░░░ ░░░░░░░; ░░░░ ░░░░░░░░ ░░░░ ░░ ░░░░░░░░ ░░ ░░░░░, ░░░ ░░░░░░░░░░ ░░░-░░-░░░, ░░░ ░░░ ░░░ ░ ░░░░ ░░░░░ ░ ░░░░, ░░░ '░░░ ░░░ ░░ ░░░░'. ░░░░ ░░░░░░░░░░░░░ - '░░░ ░░░░░ ░░ ░░░░░░░░░ ░░░░░'; ░░░░░░░ ░░-░░░░░░░░░ ░░░ ░░░░░ ░░░░, ░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░ ░░░.

Games, Options, the Arts

░░░░░░░░░░░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░. ░░░░░░░ ░░░░ ░░░░░ ░░ ░░░░░░░░░░░░░ ░░░░ ░░░░░░░░░ ░░░░░░░░░░░ ░░░ ░░░░░, ░░░░░ ░░░ ░░░░░. ░░░░░░ ░░ ░░░░░, ░░░░░░░░░░░░ ░░░░░░░, ░░░░░, ░░░░░░. ░░░░░░░░ ░ ░░ ░ ░░░░░░. ░░░░░ ░░ ░░░░░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░░░░░░. ░░░░░░░░░░░░░░░ ░░░░░░░░░░ ░░░░░ ░░░░░░░░ ░░░░░░░ ░░ ░░░░░ ░░░░░░░░░ ░░░░ ░░░░░, ░░░ ░░░░ ░░░░░░░░, ░░░░░░ ░░ ░░░░ ░░░░░░░ ░░ ░░░░░ ░░░░░░ ░░░░.

Academic Matters

░░░░░░░░ ░+ ░* - ░ ░░░░ ░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░ ░░ ░░░░░░░░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░░, ░░░ ░░░░░░░ ░░ ░░░░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░ ░░░░░░░ - ░░░░░░ ░░░░░░░ ░░ ░░ ░░ ░░ ░░░ ░░░░, ░░░░ ░░░░░░ ░░░ ░░░░ ░░ ░░░░░░░░░░ ░░░░░░░ ░░░░░░░░░░░░. ░ ░░░░░ ░░ ░░░ ░░░░ ░* - ░ ░░░░░░. ░░░░░ ░░░░░░ ░░░░░ ░░ ░░░░░░░ ░░ ░░░░░ ░░░░░░░ ░░░ ░░░ ░░░░. ░░░░░░░░ ░░░ ░░░░░░░░ ░░ ░░░░░░ ░░░░░ ░░░░ ░░░░░ ░░ ░░ ░░░░░░░░░░ ░░░░░░░░░░░░ ░░░░░░. ░░░░░░░░ ░░░░░ ░░ ░░░ ░░░░░░░ ░░░ ░░░░░ ░░ ░░░░ ░░░░░-░░░ ░░░░░░░░ ░░░ ░░░░░░░ ░░░░░ ░░ ░░░░░░░ ░░ ░░ ░░░░░ ░░ ░░░░░░░░ ░░░ ░░░ ░░░░░░ ░░░░░░░, ░░ ░░ ░░░░░ ░░░░░░░░ ░░ ░░░░ ░░░░░. ░░░░░ ░░ ░░░░░░░░ ░░ ░ ░░░░░░ – ░ ░░░░░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░ ░░░░░░░░░ ░░░░ ░░ ░░░░░. ░░░░░░░ ░░░░ ░░, ░░░░░░ ░░░░░ ░░, ░░░░ ░░░░░░░░ ░░░░░░ ░░'░ ░░░ ░░░░░ ░░░░░░░ ░░░░ - ░░░░░░░░░░. ░░░ ░░'░ ░░░ ░░░ ░░░ ░░░░ ░░░ ░░░░░░ - ░░░ ░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░ ░░░░░░░░░░ ░░░ ░░░ ░ ░░░░░░░ ░░░░░░░░░ ░░░░░░ ░░░░░. ░░░ ░░░░, ░░░ ░░░░░░ ░░░░░░░ ░░░░░░░░ (░░ ░░░░░░░░░), ░░░ ░░░░ ░░░░ (░░░░░░) ░░░ ░░░░░░░░ ░░░░░░░░░░ ░░░░ ░░░░░░░░ ░░ ░░░░░░ – ░░░ ░░░░░░ ░░░-░░░░░░, ░░░░, ░░░░ ░░░░░░░░ (░░░░░░ ░░░░ ░░░░░░░░░░) ░░░░ (░░░ ░░░░░░ ░░░░░░░░ ░ ░░░░░ ░░░░░ ░░░░░░). ░░░░ ░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░░░ ░░░░ ░░░░ ░░░ ░░░ ░░░░░░░░░ ░░ ░░░░ ░░░░░░░░░░. ░░░-░░-░░░, ░░░-░░-░░░, ░░░░░ ░░░░░░, ░░░░░░░░ ░░░░ ░░░ ░░░░ ░░ ░░░░░ ░░░░░ ░ ░░░░, ░░░░░ ░░░░░ (░░░░░░░░░) – ░░ ░░░ ░░░ ░░ ░░░░░░, ░░░ ░░░ ░░░░░░░░░. ░░░░░░░░ ░░░░░░░░ ░░░░░░░░░░, ░░░ ░░░░░░ ░░░░░░░; ░░░░ ░░░░░░░░ ░░░░ ░░ ░░░░░░░░ ░░ ░░░░░, ░░░ ░░░░░░░░░░ ░░░-░░-░░░, ░░░ ░░░ ░░░ ░ ░░░░ ░░░░░ ░ ░░░░, ░░░ '░░░ ░░░ ░░ ░░░░'. ░░░░ ░░░░░░░░░░░░░ - '░░░ ░░░░░ ░░ ░░░░░░░░░ ░░░░░'; ░░░░░░░ ░░-░░░░░░░░░ ░░░ ░░░░░ ░░░░, ░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░ ░░░.

Background and Atmosphere

░ ░░░░░░░ ░░ ░ ░░░░░░, ░░░░░ ░░░ ░░░░░░░ ░░ ░░░ ░░░░░░░, ░░░ ░░ ░ ░░░░ ░░-░░░░ ░░░░ ░░░ ░░░░ ░░░░ ░░ ░░░ ░░░░░░░░' ░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░░░░ ░░░░░. ░░░░░ ░░░░ ░░░░ ░ ░░░░░░, ░░░░ ░░░░ ░ ░░░░░░, ░░░ ░░░░░ ░░ ░░░░░ ░░░░ ░░░░░ ░░░░░░ ░░░ ░░░░░░░░ ░░░é. ░░░░░░ ░░░░ ░░ ░░░░░ ░░░ ░░░ ░░░ ░░░░ ░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░ ░░░░░░░░░░, ░░░░░░░░░░ ░░░░░░░░░░ ░░░░ ░░░ ░░░ ░░░░░░, ░░░░ ░░░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░ ░░░ ░░░░░░░░ ░░░░. ░░░░░░░ ░░░░░? ░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░ ░░░░░░ ░░ ░░░ ░░░░░ ░░░░ ░░░░░ ░░░░░░░░ ░░░░ ░░░ ░░░░░░░░░░ ░░░░ ░░░░░░░░░ ░░░░░ ░░░░░ ░░ ░░░░░░░░░ ░░░░░ ░░░░░░░░. ░░░░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░ ░░░ ░░░ ░░░░ ░░░░░░░░-░░░░░░ ░░░░░░░░░ ░░░ ░░ ░░░░░. ░░░░░ ░░░░ ░░ ░░░ ░░░ ░░░░░░░ ░░ ░░░░ ░░░░░ ░░ ░░░░░ ░░░, ░░░░░░░░░ ░░░░░. ░░░░░░░░ ░░░ ░░ ░░░░ ░░░ ░ ░░░░, ░░░░ ░░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░ ░░ ░░░░░░ ░░░ ░░░░ ░░░░░ ░░ ░░░░░░░░░░ ░░░░░░ ░░░░░░ ░░░ ░░░░░ ░░░░ ░░░░ ░░░░░.

Pastoral Care and Discipline

░░░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░ ░░░░░░░░ ░░ ░░░░░░ ░░░░░░ ░░░░ ░░░░░ ░░░░░ ░░░░░░░░░. ░░░░░░░░ ░░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░░ ░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░ ░░░░░░░░░░░░ ░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░░░ ░░░░ ░░░░░. ░░░ ░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░░ ░░░░ ░░ ░░░░░ ░░░░ – ░░░ ░░ ░░░░ ░░░░ ░░░░░░ ░░░░░░░░░░ ░░░░░░░░░░░░░░. ░░░░░░░-░░░░-░░░ ░░░░░░░ ░░░░░░░░ ░░░░ ░░░░░ ░░ ░░░░░░ ░░░ ░░░░░ ░░░░░░░░░: '░░░░ ░░░░░░ ░░░░░░ ░░ ░░'. ░░░░░░░░░░ ░░░░░ - ░░░░░░ ░░░░░░ ░░░░░░ ░░ ░░░░░░░░ ░░ ░░░░░░░░. ░░░░ ░░░ ░░░░░░░░ ░░░░░░ ░░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░░░ ░░ ░░░ ░░░░░░░░.

Pupils and Parents

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

Entrance

░░░░░░░░░ ░░░░-░░░░ ░░░ ░░░░ ░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░ ░░░░░░░░░ ░░░░.

Exit

░░░░ ░░░░ ░░ ░░ ░░░░░ ░░░░ ░░░ ░░░░ ░░ ░░░░░░░░░░░░, ░░░░░░ ░ ░░░░░░░ ░░ ░░░░░░░ ░░░░░ ░░░░░░░░░░░░. ░░░░░░░░░░ ░░░ ░░ ░░░░░░░░.

Our View

░ ░░░░░░ ░░░░░ ░░░░░░ ░░░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░-░░░░░░ ░░ ░░░░ ░░ ░░░ ░░░░░░░░░ ░░ ░ ░░░░░ ░░░░░░░░░. ░░░░░░░░ ░░░░░░░░░░ ░ ░░░░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░ ░░░░░░.


Special Education Needs Survey


SEN Statement

Driffield School has always been held in very high regard for our inclusive approach to education. There are many examples of excellent practice of student support across the whole curriculum. However, we are not complacent, we continue to respond to the changing needs of young people and to evaluate our practice in line with government strategy.

The launch of a Student Services Team has allowed a 'joined up' multi-agency approach to issues that occur in the classroom. We strive to remove all barriers to learning by identifying children's needs early and providing effective support and intervention. Student Services consists of a team of highly qualified, motivated and enthusiastic teachers and teaching assistants with a diverse range of experience. Support is provided for all student needs, ranging from learning social, communication, emotional, behavioural and physical difficulties, as well as English as an Additional Language.

October 2011

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 Mild
Other Specific Learning Difficulties Moderate
Other Specific Learning Difficulties Severe
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" children
EpilepsyTicked
Eating disordersTicked
Physical Difficulties (Not indicated elsewhere.)Ticked
Other

General Questions

Are all children tested for SEN on entry to the school?
Please outline the screening programmes used by the school.Cognitive Ability Tests (Nfer Nelson) Nfer GRT II Vernon Graded Spelling test
How many children with statements of need or equivalent do you have in the school?49
Do you make special provision for exceptionally gifted children?Ticked
Please outline what is on offer for such childrenProvision is co-ordinated by the Able. gifted and talented co-ordinator on an individual pupil basis
Please indicate if the school has or has available to it any of the following:
Behaviour Support Unit.TickedRun by Student Services Staff
Learning Support Unit.TickedRun by Student Services Staff
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?TickedEast Riding LEA Gold award for Inclusion
Centre of excellence for SEN that is Not already outlined?
Good wheelchair accessTicked
Provides outreach support?
Receives outreach support?
Do children with SEN participate fully in sport and other extracurricular activities?TickedWithin the limitations of their need
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).Ticked1
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked16
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.Post graduate Certificate in Special Education Needs Post Grad Certificate in Dyslexia - theory and practice
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.Certificate of Advanced Professional Practice in Learning Support HLTA Foundation Degree in Teaching and Learning Support NVQ 2 - Teaching Assistant BTech - special needs City and Guilds 7321 in Learning Support HNC - module in special needs Scot Vec special needs Adult Ed. special needs stage 1

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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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