Dame Hannah Rogers School

Address
Woodland Road
Ivybridge
Devon
PL21 9HQ
Tel
01752 892461
Fax
01752 898101
Email
Web
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Dame Hannah Rogers School, Ivybridge is a special independent school for boys and girls aged from 5 to 25. Takes boarders.

Local authority:

Devon

Pupils:

15

Religion:

Non-denominational

Fees:

Usually paid by LA


Properties


Linked schools


Good Schools Guide Review Snapshot

Offers highest standards of care and training to severely challenged young people; all the staff we met showed dedication, energy and professionalism. Now registering as a children's home to allow some respite care for 50 weeks of year in response to increased parental demand. We liked the way that everything seemed...
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The Good Schools Guide Review of Dame Hannah Rogers School, Ivybridge, PL21 9HQ

Our View

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

Head of Service

░░░ ░ ░░░░░░░░░.

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

Dame Hannah Rogers School is a Non-Maintained Residential Special School and Further Education Department. We meet the needs of students with physical difficulties and associated learning difficulties (from moderate to profound) in addition many have sensory impairments usually associated with their disabilities. Many of our students have complex physical or medical problems. We are greatly experienced in working with young people who have communication difficulties. Our current age range is from 5-19 years.

We meet those needs by providing a multi-disciplinary team approach alongside a waking hour curriculum. Students within the school (5-16 years) have access to a broad and balanced inclusive curriculum, which is specifically matched to individual needs. We follow the National Curriculum and offer a range of accredited courses at Key Stage 4 and above. The high staff to student ratio, which includes 24 hour nursing cover, ensures that all students have access to a high standard of support for all aspects of their school/residential experience. Standards of care are very high and the school has had excellent inspection results from the Commission for Social Care Inspection and Ofsted.

Within our Further Education Department (16-19 years) we offer Life Skills alongside basic educational skills and the students are housed in specially adapted bungalows in order to maximise their independence skills. A range of therapies is provided including Physiotherapy, Speech and Language Therapy,Music Therapy, Hydrotherapy, Rebound Therapy and Riding for the Disabled.Therapy. Dame Hannah Rogers School has been included on the OFSTED Outstanding Providers List having received three outstanding inspection reports. We have an exceptional learning environment.

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 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" childrenTicked
EpilepsyTicked
Eating disordersTicked
Physical Difficulties (Not indicated elsewhere.)Ticked
Other

General Questions

Are all children tested for SEN on entry to the school?TickedAll students have a statement of educational needs
Please outline the screening programmes used by the school.Multidisciplinary screening includes a medical panel chaired by a paediatrician.
How many children with statements of need or equivalent do you have in the school?30
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.TickedBought in from local provision as needed
Learning Support Unit.
Pupil Referral Unit.TickedLocal provision
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 accessTicked
Provides outreach support?Ticked
Receives outreach support?
Do children with SEN participate fully in sport and other extracurricular activities?TickedSpecial school sport and full range of suitable activities for all.
Please provide information on staffing. Does the school have:
A SENCO or equivalent?Ticked
Staff who will administer prescription medicines to a childTicked24 hour nursing provided
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked8.4
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked29
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.5 teachers with a Diploma in special needs
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.approximately 13 have an NVQ in learning support

Dame Hannah Rogers 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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