Culford School

Address
Culford
Bury St Edmunds
Suffolk
IP28 6TX
Tel
01284 385308
Fax
01284 385513
Email
Web
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Culford School, Bury St Edmunds is an independent school for boys and girls aged from 3 to 18. Takes boarders.

Local authority:

Suffolk

Pupils:

670

Religion:

Methodist

Fees:

Day £16,995; Boarding £25,500 - £27,255 pa

Open days:

October, November, March and May. Individual visits at any time, by appointment.


Properties

Properties for rent:

Properties for sale:


Linked schools


Good Schools Guide Review Snapshot

Unhurried, almost relaxed air about the school. Excellent staff/pupil relationships, plenty of banter, easy but respectful. Headmaster greets pupils by name. Girls’ uniform, featuring an ankle length pleated skirt, could be a turn-off for some, though we were told by pupils that it is ‘comfortable and cool in summer.’ Parents describe the school as a ‘hidden gem...’
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School Self Portrait

Culford is an HMC co-educational school with an 'Oustanding' Ofsted rating. Boarding is available from age 7 and the School is set in 480 acres of beautiful Suffolk parkland with a magnificent 18th century mansion at its centre. Recent developments include: boarding house refurbishment; new ICT suites; a multi-media language suite; an indoor climbing wall; Studio Theatre; championship-standard indoor... Read More

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The Good Schools Guide Review of Culford School, Bury St Edmunds, IP28 6TX

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

We are an independent selective school that has a very clear academic emphasis. We do aim to meet individual needs within a mainstream setting through the delivery of a differentiated curriculum. We have pupils with SEN. Mild dyslexia; mild dyspraxia and mild dyscalculia are the most common difficulties. We do not have a dedicated SEN unit but we do have fully qualified specialist staff who provide learning support lessons on a withdrawal basis.
10-09

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 Mild
Aspergers Syndrome Moderate
Aspergers Syndrome Severe
Autism Mild
Autism Moderate
Autism Severe
Semantic Pragmatic Disorder
Other Autistic

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 Mild
Attention Deficit Disorder Moderate
Attention Deficit Disorder Severe
Attention Deficit / Hyperactivity Disorders Mild
Attention Deficit / Hyperactivity Disorders ModerateTicked
Attention Deficit / Hyperactivity Disorders Severe
Emotional and behavioural difficulties Mild
Emotional and behavioural difficulties Moderate
Emotional and behavioural difficulties Severe
Conduct Disorders
Obsessive Compulsive Disorders
Oppositional Defiant Disorders
Tourettes and other tic disorders

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 difficulties
Profound and multiple learning difficulties
Severe learning difficulties

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 Moderate
Dyscalculia Severe
Dyslexia MildTicked
Dyslexia Moderate
Dyslexia Severe
Dyspraxia MildTicked
Dyspraxia Moderate
Dyspraxia Severe
Other Specific Learning Difficulties Mild
Other Specific Learning Difficulties Moderate
Other Specific Learning Difficulties Severe
English as an additional language

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 Moderate
Hearing Impairment Severe
Multi-sensory Impairment
Speech and Language Difficulties
Visual Impairment Mild
Visual Impairment Moderate
Visual Impairment Severe

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 Mild
Cerebral Palsy Moderate
Cerebral Palsy Severe
"Delicate" children
Epilepsy
Eating disorders
Physical Difficulties (Not indicated elsewhere.)
Other

General Questions

Are all children tested for SEN on entry to the school?
Please outline the screening programmes used by the school.Literacy and numeracy screening.
How many children with statements of need or equivalent do you have in the school?None.
Do you make special provision for exceptionally gifted children?TickedScholars programme, differentiated curriculum, enrichment activities programme.
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.TickedLearning Support Lessons.
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 access
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?Ticked
Staff who will administer prescription medicines to a child
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked1.5
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.Advanced Diploma in SpLD BEd (Special Needs).
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

Culford School Catchment Area Map

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Culford School Where to pupils come from and Go to

Culford School A Level, GCSE Exam Results, Tables and Graphs

School Features


Curricula

IGCSE - International GCSE

OFSTED Outstanding school


Curriculum features

Combined Cadet Force


Sports

Horse riding


Culford School KS2, GCSE, Alevel Results and Performance

Ofsted report, English Baccalaurate, value Added

Culford School University Leavers Data

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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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