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James Gillespie's High School

Address
Lauderdale Street
Edinburgh
EH9 1DD
Tel
01314 471900
Fax
01314 667035
Email
Web
If you are a representative of James Gillespie's High School and wish to add to or amend the information we hold on the school please click here

James Gillespie's High School, Edinburgh is a state school for boys and girls aged from 12 to 18.

Local authority:

Edinburgh, City of

Pupils:

1150

Religion:

Non-denominational


Properties

Properties for rent:


Linked schools


Good Schools Guide Review Snapshot

Predominantly 60s-type classroom blocks, relieved by swards of green and mature trees with a singular clock in the middle of the campus which, despite thousands spent on renovation, will never work properly as the hands were found to be too long. Short lunchbreak, 45 mins, so few lunch clubs - pupils mainly go to the local cafés and carry-outs. Massive music...
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The Good Schools Guide Review of James Gillespie's High School, Edinburgh, EH9 1DD

Our View

░░░'░ ░░░░░ ░░.

Headteacher

░░░░░ ░░░░░░░ ░░░░, ░░ ░░░░░░ ░ ░░░░░░░░░ ░░░ ░░░░░░ ░░░ ░░ (░░░░░░░), ░░░░░░░░░░ ░░░░ ░░ ░░░░░░░░ ░░░░ (░░░░░░'░ ░░░░░░░░░░░ ░░░░░░░░ ░░░░░ ░░░ ░░░░░ ░░░░░░░░ ░░ ░░ ░░░░░░░░░░ ░░ ░░ ░░░░░░░ ░░░░░░). ░░░ ░░░░░░ ░░░░░░░ ░░ ░ ░░░░░ ░░ ░░░░░░░░ ░░░░░░░ ░░░░░░░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░. ░░░░░░░, ░░░░ ░░░ ░░░░░░░░░; ░░░░░ ░░░░, ░░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░░░░░ ░░░░░░░ ░░░ ░░░░ ░░░░░░░░░.

Academic Matters

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

Games, Options, the Arts

░░ ░░░ ░░░░░░░░ ░░░ ░░░░; ░░░░░░░░░░ ░░░░░░░ ░░░░ ░░░ ░░ ░░░ ░░░░░░░░░ ░░░░░-░░░░░░ ░░░░░░░░░░. ░░░░░░░░, ░░░░░, ░░░░░░ ░░░░░░░ ░░░░░ ░.░ ░░░░░ ░░░░ ░░ ░░░░░░░░ - ░░░░░░ ░░░ ░░░░░░. ░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░░░░░░░░, ░░░░░' ░░░░░░░░ ░░░ ░░░░░░░ ░░░ ░░░░░░░. ░░░░░ ░░░░░░░░░░, ░░ ░░░░, ░░ ░░░ ░░░░░ ░░░░░ - ░░░░░░ ░░░░░░ ░░ ░░ ░░░ ░░░░░ ░░░é░ ░░░ ░░░░░-░░░░. ░░░░░░░ ░░░░░ ░░░░░░, ░░░░ ░░░░░ ░░░░░░░ ░░░░░░░░ ░░░░ ░░ ░░░ ░░░░░ ░░░░, ░░░░ ░░░ ░░░░░░░░░ ░░ ░░░ ░░░░░. ░░░░░░ ░░░░░░░░░, ░░░░░░ ░░░░░░░░░, ░░░░░░░ ░░░░. ░░, ░░░░░░░░░ ░░░ ░░ ░░░░. ░░░░░░, ░░░░░░░░░░░ ░░░, ░░░░░░░░░░░, ░░░░░░░░░░ ░░░░░░ ░░░░░░. ░░░░ ░░░░░ ░░░░, ░░░░░ ░░░░░░░ ░░░░ ░░░░░░ ░░░ ░░░░░░░ ░░░░░░░, ░░░░░ ░░░░░ ░░░░░░░. ░░░░░░ ░░░░ ░░░░░░░░░ ░░░░░░░░░░ - ░░░░░░ ░░░░ ░░░░ ░░░░░ ░░ ░░░░. ░░░░░ ░░░ ░░░░ ░░░ ░░░░░, ░░ ░░░░ ░░░░░░░░░░░ - ░░░░░░, ░░░░░ ░░░ ░░░, ░░░░░░░░░░ ░░ ░░░ ░░░░░░░░, ░░░░░░░░░░░ ░░ ░░ ░░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░.

Academic Matters

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

Background and Atmosphere

░░░░░░░ ░░ ░░░░ ░░ ░ ░░░░░░ ░░ ░ ░░░░░░ ░░░░ ░░░░░ ░░░░░░░░░, '░ ░░░░░░░ ░░░░░░░░░ ░░░░░░░░░░░░ ░░ ░░░░░ ░░░ ░░░░░░░', ░░░ ░░░ ░░░░ ░░ ░░░░░░. ░░░░░░░ ░░░░ ░░ ░░░░░░░░ ░░░ ░░░ ░░░░░░ ░░░ ░░░ ░ ░░░░░░░░░░░ ░░░░░░░░░. ░░ ░░░ ░░░░░ ░░░ ░░░░ ░░░░░░ ░░░ ░░░ ░░░░░░░░ ░░░░░░░'░ ░░░░░░░░░ ░░░░░░░. ░░ ░░░░ ░░░ ░ ░░░░ ░░ ░░░░ ░ ░░░░░░░░, ░░░░░░░░░ ░░░░░, ░░░ ░░░░░░░ ░░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░░ ░░░░░ ░░ ░░░ ░░░░░░░░░ ░░░░░░ ░░░░░, ░░░░░░ ░░ ░░░░░░░░░░░ ░░░░░, ░░░░ ░░░ ░░░ ░░░░░░░, ░░ ░░░░ ░░░ ░░░░░ ░░░░░ ░░-░░ ░░ ░░░░. ░░░ ░░░░░░░░ ░░░░░░░░ ░░ ░░░░ ░░░░ ░░░░░ ░░░░ ░░░░, ░░░ ░░░ ░░░░░░░ ░░░░░░░░, ░░░░░░░░░░░ ░░░░░, ░░░ ░░░░░ ░░ ░░░░, ░░░░ ░░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░░░░. ░░░ ░░░░░░ ░░░░░░░░░, ░░░░░ ░░░░░░ ░░░ ░░ ░░ ░░░░░░░ ░░░ ░░░░░ ░░░░░░░░░░░, ░░░░░░ ░░░ ░░░░░ ░░░░ ░░░ ░░░░░░░░ ░░░░░░ ░░░ ░░░ ░░░░░░░░░ ░░ ░░░░ ░░░░ ░░ ░░░ ░░░░ ░ ░░░░░ ░░░░ ░░░░░ ░░░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░░░, ░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░░░░░. ░ ░░░░░░ ░░░░ ░░░ ░░░░░░░░░░, ░░░░ ░░░░░-░░░░░░░ ░░░░░, ░░░░░ ░░ ░░░ ░░░░░ ░░░ ░ ░░░░░░░░ ░░░░░ ░░░ ░░░░░░░░. ░░░ ░░░░░ ░░░░ ░░░░░░ ░░░ ░░░ ░░░░░░░ ░░ ░░░░ ░░░. ░░░ ░░░░ ░░░ ░ ░░░░░ ░░░░░░ ░░ ░░░ ░░░░ ░░░░░░░░, ░░░░ ░ ░░░░░░░░░░░ ░░░░░░░ ░░░ ░░ ░░░░░░░░░░ ░░░░░░░░░, ░░░░░░ ░░░░░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░░ ░░░░ ░░░ ░░░░░ ░░░░ ░░░░. ░░░ ░░░░░░░░░░ ░░ ░░░░░░░░░░░░░ ░░░-░░░░ ░░░░░░░░░ ░░░░░░, ░░░░░░░░ ░░ ░░░░░░ ░░ ░░░░░ ░░░ ░░░░░░ ░░░░░ ░░░░ ░ ░░░░░░░░ ░░░░░ ░░ ░░░ ░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░, ░░░░░░░ ░░░░░░░░░ ░░░░░ ░░ ░░░░░░░░░░, ░░░░ ░░░░░ ░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░ ░░░░ ░░░░░ ░░ ░░ ░░░ ░░░░. ░░ ░░░░░░░ ░░ ░ ░░░░░░░░ ░░ ░░░ ░░░░░░░ ░░ ░░░ ░░░░░░░░░░ ░░ ░░░ ░░░, ░░░░░░ ░░░░░░░░░░░░░, ░░░░░░░ ░░░ ░░░░░░ ░░░ ░░░ ░░░░░░. ░░░ ░░░░░░ ░░ ░░░░░░ ░░░░░░░ ░░░░░░ ░░░░░░░░░ ░░░░░░░░░ - ░░░░ ░░░░░ ░░░ ░░░░░ ░░░░ ░░░ ░░░░░ ░░░░░░. ░░░░░░░░ ░░░░░ ░░ ░░░░░ - ░ ░░░░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░░ ░░░░░░░░░░░ ░░░░░ ░░░░ ░░ ░░░░░░░░░ ░░░░░░░░░░ ░░░░░░░ ░░░░░ ░░░░░░░░ ░░ ░░ ░░░ ░░░░░░, ░░░░░ ░░░░░░░░░░░ ░░░░░ ░░░░ ░░ ░░░░░░. ░░░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░ ░░░ ░░░░░░░; ░░░░░░ ░░░░░░ ░░░░ ░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░░ ░░░░░░ ░░ ░░░░░░░░░ ░░░░░░ ░░░ ░░░ ░░░░░░░░.

Pastoral Care and Discipline

░░░░░░░ ░░░ ░░░░░ ░░░░░░░░░░ - ░░░░ ░░░░, ░░░░ ░░░░-░░░░░░░░ ░░░░░░░░ ░░ ░░░░░: '░░ ░░░ ░░░ ░░░░░░░░░░ ░░ ░░░░ ░░ ░░░░░░░ ... ░░ ░░░░░ ░░░░ ░░░░░░░░ ░░░ ░░░ ░░░ ░░░░░ ░░ ░░░░░░ ░░░░░ ░░░░░░░░░ ░░ ░░░░░'. '░░ ░░░░░░░ ░░░░░░░░' ░░░░ ░░░░░░░░░░, ░░░░░░░ ░░ ░░░░░, ░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░ ░ ░░░░░░░░░ ░░ ░░░░░░░░░ ░░░░░ ░░ ░░░░░░░░░. ░░░░ ░░░░ ░░░░ ░░░░ ░░░░ ░░░ ░░░░░-░░░░░░░ ░░░░░░░░░ ░░░░░░░░░░, ░░░ ░░ ░░░░░ ░░ ░░░░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░░░░░. ░░░░ ░░░ ░░░░░░░░░░░ ░░░ ░ ░░░░░░░ ░░░░░░, ░░░░░░ ░░░░░░░░░ ░░░░░░░░░ ░░░ '░░░░░░░░ ░░░░░░░░'. ░░░░░░░░ ░░░░░ ░░░░░ ░░░░ ░░ ░░░░░░ ░░ ░░░░░░ ░░ ░░░░░░░░. ░░ ░░░░░░░, ░░░░░ ░░ ░░░░░ ░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░░ ░░░░░ - '░░ ░░ ░░░'░ ░░░░░, ░░░'░ ░░░ ░░'.

Pupils and Parents

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

Entrance

░░░░░ ░░░░ ░░░░░░ ░░ ░░░; ░░░░░░░░░ ░░░░ ░░░░░░░░ ░░-░░░░░ ░░░ ░░░░ ░░░░░░ ░░░░░ ░░░░░░░░░ ░░ ░░░░░░░ - ░░░░ ░░░░░░░, ░░░░ ░░░░░░ ░░░░ ░░ ░░░ ░░░░ ░░ ░░░░░░░░ ░░░ ░░░░░░░░░░░. ░░░░░░░ ░░ ░░░░ ░░░░░░░░ ░░ ░ ░░░░░ ░░░░ ░░░░░ ░░░░░░ ░░░░░, ░░░░░░░ ░░░░░. ░░░░░░░ ░░░░░░ ░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░░ ░░ ░░░ ░░░░░░░░░░░ ░░░░░░ ░░░░ ░░ ░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░ (░░░ ░ ░░░░░░ ░░░░░░ ░░ ░░░░░░░░).

Exit

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Our View

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Special Education Needs Survey


SEN Statement

All children and young people have entitlement to an educational experience of the highest quality. We are committed to the effective inclusion of all pupils in the life of the school. The Special Educational Needs of any individual pupil can be described as whatever is necessary for that young person to gain access to a broad and balanced curriculum. For most pupils most of the time the source of support will be the class room teacher.

The Learning Support Department offers assistance in a number of ways: publishing annual advice giving information about the needs of particular pupils together with a strategies pack offering advice on how to deal with various difficulties; direct teaching in subject classes or in a tutorial setting; support by Learning Assistants in class; working co-operatively in classes and in consultation with subject teachers to help make the curriculum accessible for all pupils; organising the Befrienders scheme where sixth year pupils support first years in a variety of classes; working with parents, Guidance, subject and other professionals to assess needs and to set and monitor targets; and administering the SQA special exam arrangements for those with specific learning difficulties.

August 2013

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 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 MildTicked
Other Specific Learning Difficulties ModerateTicked
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 first year pupils sit reading and spelling standardised tests
Please outline the screening programmes used by the school.
How many children with statements of need or equivalent do you have in the school?
Do you make special provision for exceptionally gifted children?TickedVarious programmes within departments, nominate pupils to attend local authority summer school
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.Ticked Learning Support groups for specific support.
Pupil Referral Unit.
Other withdrawal.TickedThe Learning Base. The Learning Base is a working environment where pupils are helped to improve their attainments, attitude and self esteem by being successful in their academic work in a setting where they are valued as individuals. Pupil may attend the Base for a number of reasons.
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?TickedSchool concerts very inclusive eg Downs boy played trumpet, Aspergers girl played clarinet, girl with severe learning difficulties joins in choir. All these pupils attend school discos, parties etc.
Please provide information on staffing. Does the school have:
A SENCO or equivalent?TickedPrincipal teacher, learning Support and Special Needs
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).Ticked4 fully qualified LSSN staff (3FTE), part time teacher of the deaf, Nursery Nurse
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.
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

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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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