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The Grange School

The Grange School
Address
Bradburns Lane
Hartford
Northwich
Cheshire
CW8 1LU
Tel
01606 77447
Fax
01606 784581
Email
Web
If you are a representative of The Grange School and wish to add to or amend the information we hold on the school please click here

The Grange School, Northwich is an independent school for boys and girls aged from 4 to 18.

Local authority:

Cheshire West and Chester

Pupils:

1150

Religion:

Not Applicable

Fees:

£7,515 - £10,050 pa

Open days:

September and November


Properties

Properties for rent:


Linked schools

Linked Schools: The Grange Junior School

Good Schools Guide Review Snapshot

One of Cheshire’s top academic performers. The head puts this down partly to real academic choices. The school doesn’t turn its nose up at offering subjects such as graphic design and IT at A level. ‘We need to prepare children for where the world is going,’ he says...
Read More


School Self Portrait

When a major national newspaper visited The Grange School, Hartford, the glowing full page coverage ended with the question, ‘Why aren’t all schools like this?’ That warmth of response is shared by all who visit the school, including the investigators for The Good Schools’ Guide. The reasons for the warmth? Stimulated, well behaved, happy and successful pupils who enjoy a wonderful relationship... Read More

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The Good Schools Guide Review of The Grange School, Northwich, CW8 1LU

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 Grange School, though an academic school, is aware of the need to identify any specific learning difficulties and to provide as much support as possible from infant level to sixth form. There is an emphasis on educating all staff to develop their teaching styles so that they include and support all children with any kind of specific need effectively. A recent full school inspection described our provision for SEN pupils as excellent.

Our Special Needs provision includes screening and initial diagnostic assessment, nurture groups and workshops and one-to-one tuition at sixth-form level. We currently have experience of supporting pupils with dyslexia, dyspraxia, ADD and Asperger's Syndrome.

July 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 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.Screening is carried out in year 2 and 4 of the Junior School and in year 1 and new starters in the Senior School. This involves the Semerc GL Dyslexia screening tool.
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?TickedThis is done on a departmental basis. Each department incorporates provision in its schemes of work.
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.TickedPupils receive private specialist tuition in the course of the day and at Senior School they are assisted on a one-to-one basis according to need.
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 accessTicked
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?TickedThe SENCO coordinates assessment and SEN provision at both schools.
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).TickedOne in junior school and two in Senior School.
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked4 LSA at junior school - all part time.
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.Diploma in SPLD and AMBDA (Hornsby).
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.Certificate in teaching children with SPLD (Learning Works).

The Grange 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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