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Thurston Community College

Thurston Community College
Address
Norton Road
Thurston
Bury St Edmunds
Suffolk
IP31 3PB
Tel
01359 230885
Fax
01359 230880
Email
Web
If you are a representative of Thurston Community College and wish to add to or amend the information we hold on the school please click here

Thurston Community College, Bury St Edmunds is a state school for boys and girls aged from 13 to 18.

Local authority:

Suffolk

Pupils:

1,435

Religion:

Non-denominational

Open days:

Main school - October; Sixth Form - November


Properties

Properties for rent:

Properties for sale:


Linked schools


Good Schools Guide Review Snapshot

Airy, pleasant setting in dormitory village on the outskirts of Bury St Edmunds. Spacious, 70s single storey main school with interconnecting pods - has something of the hospital about it - and newer, self-contained sixth form centre. All softened with attractive landscaping and colourful planting. Good IT provision, two libraries - one is used by the local...
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School Self Portrait

The aim of Thurston Community Collge is to provide an excellent education in a healthy, safe and supportive learning environment, where people are valued and make positive contributions to the College community, and where students enjoy and achieve and go on to attain social and economic well-being as responsible, independent members of society.

As well as being accredited as a National Healthy... Read More

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The Good Schools Guide Review of Thurston Community College, Bury St Edmunds, IP31 3PB

Our View

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

Principal

░░░░░ ░░░░, ░░░░ ░░░░░ ░░░░░░ ░░░ ░░░ ░░░░ (░░░░░░░). ░░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░ ░░░░░░░░░ ░░ ░░░░░░, ░░░░░░░░ ░░ ░ ░░░░ ░░ ░░░░░░░ ░░░ ░░ ░░ ░░░░░░░. ░░░░░░░░░░ ░░░░░░░░░ ░░░░░░░░░ ░░ ░░░░░░░░░ ░░░░░░░ ░░░░░░░ ░░░ ░░░░ ░░░░░░░░░ ░░ ░░░░░░░░. ░ ░░░░░░░, ░░░░░ ░░░░░░░ ░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░░, ░░ ░░ ░░░ ░░░░░░░ ░░░░░░░ ░░ ░░░ ░░░░░░░░░░░░░ ░░░░░░ – ░░░ ░░░░░ ░░ ░░░░ ░░░ ░░░░ ░░░'░ ░░░ ░░░░ ░░░░░░░░░░ ░░ ░░░░ ░░░░░░░. ░░░░░░░ ░░░░░░░░░░ ░░░░ ░░ ░░░░░ '░░░░░░░░░░ ░░░░░ ░░░░░░░░' ░░░ ░░░░░░░ ░░░░ ░░░░ ░ ░░░░░░░ ░░░░ ░░ ░░░ ░░░░░░░░ ░░░░░░░. ░░░░░░░░░░ ░ ░░░░ ░░░░░░ ░░░ ░░░░░ ░░░░ ░░ ░░░░ ░░░░░ ░░░ ░░░░░░ ░░░░ ░░░░░░ – ░░░░░░ ░░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░░░. ░░░░░ ░░░░░░ ░ ░░░░░░ ░░░░░ ░░░ ░░░ ░░ ░░░░░░░░ ░ '░░░░░░░ ░░░░-░░░░ ░░░░░░░'. ░░░░░░░░ ░ ░░░░░ ░░░░░░ ░░░░. ░░░░ ░░░░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░.

Academic Matters

░░░░░░░░░░░░ ░░░░░ ░░░'░░ ░░░░░░ ░░░░░ ░░ ░░░░. ░░░░ '░░░░░░░░░░░' ░░░░░░░░ – ░░ ░░░░░░░ ░░░░░░░░░░░░░░░ ░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░░ ░ ░░░░░░░░░░░░░ ░░░░░░░░ ░░░░░░ ░░░ ░░░░░. ░░░░ ░░░░░ ░░ ░░░░░░░░ ░░ ░░░░ ░░░░░░░░░ ░░░░░░░░ ░░░░░░░░, ░░░░░░░░ ░░░░░░░, ░░░░░░░░░░░ ░░░ ░░░░░. ░░░░░ ░░░░░░░ ░░░░░-░░░░░ ░░░░ ░░ ░░░ ░░░░ ░░░░░░░ ░░░░ ░░ ░░░░ ░*-░ ░░░░░░, ░░░░░░░░░ ░░░░░ ░░░ ░░░░░░░ ░░ ░░░░. ░░░░░ ░░░░ ░░░░░░ ░░░ ░ ░░░░░ ░░░░░░░░ ░░ ░░░░░░░░░ ░░░░ ░░░░ ░░░░░░░ ░░ ░░░░░, ░░░░░░░░░░░ ░░░ ░░░░░░░░. ░ ░░░░░ ░░░░░░░ ░░░░ ░░░░░░░░ ░░░░░░░░ ░░░░ ░░ ░░░ ░░░░ ░░░░░░░ ░*-░, ░░ ░░░ ░░░░ ░*/░ ░░ ░░░░. ░░░░ ░░░░░░ ░░ ░░░░░░░░ ░░ ░░░ ░░░░ ░░░░░░ ░░░, ░░░░ ░░ ░░░ ░░░░░, ░░░░░░░░░ ░░ ░░░ ░░ ░░░ ░░░░░░░░, '░░'░ ░░░░ ░░░░░░░░░░░░░░ ░░ ░░░ ░░░ ░░░░ ░░░░'. ░░░░ ░░ ░░░ ░░░░ ░░░░░ ░░░░ ░░░ ░░░ ░░░░░░░░░ ░░ ░░░░░ ░░ ░░░ ░░ ░░░ ░░░░░ ░░░░ ░░ ░░░░░░░░ ░░░░░░░░░░. ░░░░░'░ ░░░░ ░ ░+░ ░░░░░░ – ░░░ ░░░░ ░░ ░░░░░░, ░░░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░░░░░ ░░░░░░░ ░░ ░░░ ░░░░░ ░░░░░░░. ░░ ░░░░ ░░░░░░░░ ░░░ ░░░ ░░░░░ ░░░░░░ – '░░ ░░░░░░ ░░░░░░ ░░░░ ░░░░░░░░░░'.

Games, Options, the Arts

░░░░░░ ░░░░░░░░ ░░ ░░░░░░ ░░░░ ░░░░ ░░░░ ░░░░ ░░░░░░░░░░ ░░ ░░░░░░░░░ (░░░░ ░░░ ░░ ░░░░ ░░░░░░ ░░░░ ░░ ░░░░░░ ░░ ░░░ ░░ ░░░░░). ░░░ ░░░░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░░ ░░ ░░░░░░░░░░ ░░░ ░░░░░'░ ░░░░░░░░ ░░░░░-░░░░░ ░░░░░░░ ░░ ░░░ ░░░░░ ░░░░░. ░░░░░░░ ░░ ░░░░░ ░░░░ ░░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░░░░░░ ░░ ░░░░░, ░░░░░░ ░░░ ░░░░░░░░ ░░░░░. ░░░░░░░░░░ ░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░ – '░░░░ ░░░░░░ ░░ ░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░░░░░░░░░,' ░░░░ ░ ░░░░░░. ░░░░░, ░░░░░░░░ ░░░░░░░░░░░ ░░░ ░░░ ░░░░░░ ░░░░░░░. ░░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░ ░░░░░░░░░ ░░░░░░░░░░░░░ ░░░░ ░░░░ ░░░░░ ░ ░░░░. ░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░░░░░ ░░░░ ░░░░░-░░░░░░░░░░ ░░░░░░░░░░ - ░░ ░░░ ░░░░ ░░░░░ ░░ ░░░░ ░░░░░ ░░░ ░░░░ ░ ░░ ░. ░░░░ ░░ ░░░░-░░░░░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░ ░░░░ ░░░░░░ ░░░░░░ ░░ ░░░ ░░░░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░ ░░░░░░░░░ ░░░░░ ░░ ░░░░░ ░░░░░░░░░.

Academic Matters

░░░░░░░░░░░░ ░░░░░ ░░░'░░ ░░░░░░ ░░░░░ ░░ ░░░░. ░░░░ '░░░░░░░░░░░' ░░░░░░░░ – ░░ ░░░░░░░ ░░░░░░░░░░░░░░░ ░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░░ ░ ░░░░░░░░░░░░░ ░░░░░░░░ ░░░░░░ ░░░ ░░░░░. ░░░░ ░░░░░ ░░ ░░░░░░░░ ░░ ░░░░ ░░░░░░░░░ ░░░░░░░░ ░░░░░░░░, ░░░░░░░░ ░░░░░░░, ░░░░░░░░░░░ ░░░ ░░░░░. ░░░░░ ░░░░░░░ ░░░░░-░░░░░ ░░░░ ░░ ░░░ ░░░░ ░░░░░░░ ░░░░ ░░ ░░░░ ░*-░ ░░░░░░, ░░░░░░░░░ ░░░░░ ░░░ ░░░░░░░ ░░ ░░░░. ░░░░░ ░░░░ ░░░░░░ ░░░ ░ ░░░░░ ░░░░░░░░ ░░ ░░░░░░░░░ ░░░░ ░░░░ ░░░░░░░ ░░ ░░░░░, ░░░░░░░░░░░ ░░░ ░░░░░░░░. ░ ░░░░░ ░░░░░░░ ░░░░ ░░░░░░░░ ░░░░░░░░ ░░░░ ░░ ░░░ ░░░░ ░░░░░░░ ░*-░, ░░ ░░░ ░░░░ ░*/░ ░░ ░░░░. ░░░░ ░░░░░░ ░░ ░░░░░░░░ ░░ ░░░ ░░░░ ░░░░░░ ░░░, ░░░░ ░░ ░░░ ░░░░░, ░░░░░░░░░ ░░ ░░░ ░░ ░░░ ░░░░░░░░, '░░'░ ░░░░ ░░░░░░░░░░░░░░ ░░ ░░░ ░░░ ░░░░ ░░░░'. ░░░░ ░░ ░░░ ░░░░ ░░░░░ ░░░░ ░░░ ░░░ ░░░░░░░░░ ░░ ░░░░░ ░░ ░░░ ░░ ░░░ ░░░░░ ░░░░ ░░ ░░░░░░░░ ░░░░░░░░░░. ░░░░░'░ ░░░░ ░ ░+░ ░░░░░░ – ░░░ ░░░░ ░░ ░░░░░░, ░░░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░░░░░ ░░░░░░░ ░░ ░░░ ░░░░░ ░░░░░░░. ░░ ░░░░ ░░░░░░░░ ░░░ ░░░ ░░░░░ ░░░░░░ – '░░ ░░░░░░ ░░░░░░ ░░░░ ░░░░░░░░░░'.

Background and Atmosphere

░░░░, ░░░░░░░░ ░░░░░░░ ░░ ░░░░░░░░░ ░░░░░░░ ░░ ░░░ ░░░░░░░░░ ░░ ░░░░ ░░ ░░░░░░░. ░░░░░░░░, ░░░ ░░░░░░ ░░░░░░ ░░░░ ░░░░░░ ░░░░ ░░░░░░░░░░░░░░░ ░░░░ – ░░░ ░░░░░░░░░ ░░ ░░░ ░░░░░░░░ ░░░░░ ░░ – ░░░ ░░░░░, ░░░░-░░░░░░░░░ ░░░░░ ░░░░ ░░░░░░. ░░░ ░░░░░░░░ ░░░░ ░░░░░░░░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░. ░░░░ ░░ ░░░░░░░░░, ░░░ ░░░░░░░░░ – ░░░ ░░ ░░░░ ░░ ░░░ ░░░░░ ░░░░░░░░░ – ░░░ ░░░░░ ░░░░░░░ ░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░ ░░░░. ░░░░░░, ░░░░░░░░░ ░░░░░░ ░░ ░░░░░░ (░░ ░░░░░░░ ░░░░ ░░ ░░░░░░ ░░░ ░░░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░ ░░ ░░░░ ░░░░░░ ░░░ ░░░░░ ░░░░░░) ░░░░ ░░ ░░░ ░░░░░░░░░, ░░░ ░░░░ ░░ ░░░░░ ░░░░░░░░░ ░░░░ ░░░░░░░ ░░ ░░ ░░░ ░░░░. ░░░ ░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░ ░░░░ ░░░░░ ░░░ ░ ░░░░░░░░ ░░░░░░░░░░ ░░░ ░░░ ░░░░ ░░░░░░ ░░░░░ ░░░ ░░░░░.

Pastoral Care and Discipline

░░░░░░░ ░░ ░░░ ░░░░ ░░░░ ░░░ ░░░░░░ ░░ ░░░░░░░ ░░░░ ░░░░ ░░░░░░, ░░░░ ░░░░ ░ ░░░░ ░░ ░░░░░░. ░░░░ ░░░░░░░░ ░░ ░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░░ – ░░░░░░ ░░ ░░░░░░░░░░░ ░░ ░░░░░░. ░░░░ ░░░░░ ░░ ░░░░░░░░░░░░░ ░░░░ ░░░░░░░ ░░░, ░░░░░░░░░ ░░ ░ ░░░░░, '░░░░░░ ░░░░░░░ ░░░ ░░░░░ ░░░ ░░░ ░░░'. ░░░░░ ░░░░ ░░░░░░░, ░░░ ░░░ ░░░░░ ░░░░░░░░░░ ░░░░░░░░ ░░░░░░ ░░░░░░░ ░░░░ ░░░░ ░░/░░░, ░░░░ ░░ ░░░░░░░░░ ░░░░░░░░░ ░░░░░░ ░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░░ ░░░ ░░ ░░░░░░ ░░ ░░░░░░░░░ (░░░-░░-░░░ ░░ ░░░░░ ░░░░░ ░░░░░░░░ ░░ ░ ░░░░░░░░░ ░░░░) ░░░░░ ░░░░ ░░░░░░ ░░░ ░░ ░░░░ ░░░░░░ ░░░░░░░░░. ░░░░░ ░░░░░ ░░░░░░░ ░░░░░░ ░░░░ ░░░░░░░░░. ░░░ ░░░░░ ░░ ░░░░░░░░░ (░░░░░░░░, ░░░░░░░░, ░░░░ ░░░░░ ░░░) ░░░ ░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░ ░░░░░░░ ░░░░░░ ░░░░░░. ░░░░░░ ░░░░ ░░░░░░ – ░ ░░░ ░░░░░░ ░░░░ ░░░░ ░ ░░░ ░░░░░░░ ░░░░ ░░░ ░░░░░░░ ░░░░░░ ░░░ ░░░ ░░░ ░░░░░░░ ░░░░ ░ ░░░ ░░░░ ░░░░░░░, ░ ░░░ ░░ ░░░░░ ░░░░░░ ░░ ░ ░░░ ░░░░░░. ░░░ ░░░░░░ ░░░░ ░░░░░░░. ░░░░ ░░ ░░░░░░░░░░░░ ░░░░ ░░░ ░░░░ ░░░, ░░ ░░░ ░░░ ░░░░░░░░ ░░░░ ░░'░ ░░░░░░░░░, ░░░░ ░░░░░ ░░░ ░░░░░░ ░░ ░░░░░░░░░ ░░░░░░░░░░.

Pupils and Parents

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Entrance

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Exit

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Our View

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Special Education Needs Survey


SEN Statement

We aim to enable all of our students to be successful learners whatever their abilities and needs. We have a committed Raising Achievement Team whose role is to support student learning within and beyond lessons. Some students benefit from additional help, for instance, with reading, spelling or working in a social skills group. Many have support in lessons, while some are given the opportunity to work in small groups or on occasions one to one outside the classroom.

The Raising Achievement Co-ordinator and teaching assistants liaise internally with Heads of Department, Assistant Principal House Leaders, the Inclusion Manager and other members of the Student Support Team. Externally, we work closely with parents, the Education Welfare Officer, health professionals, educational psychologists, advisory teachers, Social Services and other youth services. This support is co-ordinated through the Student Support Group who meet on a weekly basis. In this way we aim to create a shared focus on the individual success of every student in our care.

The College has been very successful in providing appropriate support for those students with special educational needs. The Raising Achievement Team forms part of the care, guidance and support identified by Ofsted as outstanding.

Thurston Community College has always enabled students with disabilities to participate fully in all aspects of College life. We have been pleased to accomodate students from both inside and outside the catchment area who can benefit from our single-storey accomodation. We have disabled access to all college buildings along with lifts, ramps and disabled toilet facilities. Whatever the disability, a student who is able to participate in college activities is warmly welcomed by all members of our community. Where applicable, individual support is provided.

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

General Questions

Are all children tested for SEN on entry to the school?Ticked
Please outline the screening programmes used by the school.CAT Tests
How many children with statements of need or equivalent do you have in the school?19
Do you make special provision for exceptionally gifted children?Ticked
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.TickedInclusive Classroom
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?Ticked
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).Ticked1 (SENCO)
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.M Ed; Certificate in Special Education
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.2 x HLTA; 4 x NVq3; B Tech Level 3

Thurston Community College 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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