Uplands School A GSG School
- Uplands School
The Learning Campus
Tadpole Lane
Swindon
Wiltshire
SN25 2NB - Head: David Stevens
- T 01793 493910
- E [email protected]
- W www.uplandsschool.org.uk/
- A special state school for pupils aged from 11 to 25 with severe to profound learning difficulties, autism spectrum disorder, and emotional and behavioural needs
- Boarding: No
- Local authority: Swindon
- Pupils: 156; sixth formers: 54
- Religion: Non-denominational
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- 1 Short inspection 30th November 2022
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Students collect marbles in a jar for class treats, work on their own individual targets and carry out a class job each day for a reward. This could be time in the soft play room, in the playground, using the electrical devices or walking to the bus on their own (discreetly watched by staff). Classdojo software is used to manage behaviour, rewarding ‘dojo’ points for good behaviour but also losing points for negative behaviour. Parents can keep up-to-date throughout the day and receive messages ...
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What The Good Schools Guide says
Headteacher
Since, 2022, David Stevens
Entrance
All students must have an education health and care plan (EHCP). Applications via local authority. Catchment area is throughout Swindon and extends into Gloucestershire and Wiltshire. Assessment initially involves meeting with the parents, then the child, and a school visit. Transition plans are flexible. One parent told us, ‘[My child] enjoyed four days at Uplands before starting. This transition worked well for us.’
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Uplands is a community secondary special school catering for students from eleven to nineteen years who have a range of special educational needs. The students have severe, profound and multiple learning difficulties and may also have aspergers' syndrome, autism, epilepsy or a hearing, speech and language or visual impairment.
Condition | Provision for in school |
---|---|
ASD - Autistic Spectrum Disorder | Y |
Aspergers | Y |
Attention Deficit Hyperactivity Disorders | |
CReSTeD registered for Dyslexia | |
Dyscalculia | |
Dysgraphia | |
Dyslexia | |
Dyspraxia | |
English as an additional language (EAL) | |
Genetic | |
Has an entry in the Autism Services Directory | |
Has SEN unit or class | |
HI - Hearing Impairment | |
Hospital School | |
Mental health | |
MLD - Moderate Learning Difficulty | |
MSI - Multi-Sensory Impairment | |
Natspec Specialist Colleges | |
OTH - Other Difficulty/Disability | |
Other SpLD - Specific Learning Difficulty | |
PD - Physical Disability | |
PMLD - Profound and Multiple Learning Difficulty | |
SEMH - Social, Emotional and Mental Health | |
SLCN - Speech, Language and Communication | |
SLD - Severe Learning Difficulty | |
Special facilities for Visually Impaired | |
SpLD - Specific Learning Difficulty | |
VI - Visual Impairment |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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