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Clayesmore Preparatory School
Clayesmore Preparatory School Where to pupils come from and Go to
Clayesmore Preparatory School A Level, GCSE Exam Results, Tables and Graphs
Clayesmore Preparatory School KS2, GCSE, Alevel Results and Performance
Ofsted report, English Baccalaurate, value Added
Clayesmore Preparatory School University Leavers Data
Blandford Forum
Dorset
DT11 8PH
Clayesmore Preparatory School
Clayesmore Preparatory School, Blandford Forum is an independent school for boys and girls aged from 3 to 13. Takes boarders.
Good Schools Guide Review Snapshot
It shares senior school facilities - indeed the old squash court, which has a tremendously grand entrance on the school side, is the music department for both prep and senior schools. Good use made of the sports pitches, big dining room (trails of children, some being carried, skip back from terrific lunch), music school, chapel and leisure centre... Read More
The Good Schools Guide Review of Clayesmore Preparatory School, Blandford Forum, DT11 8PH
Our View
░ ░░░░░░░░ ░░░░░░ ░░░ ░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░, ░░░░░░░ ░░░ ░░░░ ░░ ░░░░ ░░░░░░░░░ ░░░░░░░░░░░ ░░░░░░. ░░░░░░░░, ░░░░ ░ ░░░░░░░░░░ ░░░░░ ░░░░░░░░ ░░ ░ ░░░░ ░░ ░░░░░░░░░ ░░░░░ ░░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░ ░░░░░░ (░░ ░ ░░░░░░ ░░░░ ░░░░░░░░░ ░░░░░░░ ░░░░ ░░ ░░░░░). ░ ░░░░░░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░░ ░░ ░░░░░░░░░ ░░░░. ░░░░ ░░░░░░░░ ░░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░░ ░ ░░░ ░, ░ ░░░░░░░░░ ░░░░, ░░░ ░░░░░░░ ░░░░░░░░░░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░░░░░░ ░░ ░░░ ░░░ ░░░░░. ░░░░░░░░░░ ░░░░░ ░░ ░░░░░░░░ ░░░░░░░░, ░░░ ░░░░░░ ░░░ ░░░░ ░░ ░░░ ░░░░░░░ ░░ ░░ ░░░ ░░░░ ░░░░░░░-░░░░░░░ ░░░, ░░░░ ░░ ░░░░░░░ ░░ ░░░░, '░░░░░░ ░ ░░░░░░ ░░ ░ ░░░░ ░░░░░░ ░░░░░░' ░░ ░░░ ░░░░░░ ░░░░░░ ░░░░░░, ░░░░ ░ ░░░░░░░░░ ░░░░ ░░░░ (░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░). ░░ ░░░░░░ ░░░░░░ ░░░░░░ ░░░░░░░░░░ - ░░░░░░ ░░░ ░░░ ░░░░░░ ░░░░░, ░░░░░ ░░░ ░ ░░░░░░░░░░░░ ░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░, ░░ ░░░ ░░░░░ ░░░░░░░░░░ ░░░ ░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░░. ░░░░ ░░░░░░ ░░░ ░░░ ░░░ ░░░░░░░░░░ ░░░░ ░░░░ ░░░░░░ ░░ ░░░░░░░░ ░░░░░, ░░░░░░░░ ░░░░░░░░░░, ░░░░░░░░ ░░░░ ░░░ ░░░░░ ░░░░░░░░░░ ░░░░░. ░░░░ ░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░░░░░, ░░░ ░░░░░░ ░░░░ (░░░░░░ ░░ ░░░░░░░░, ░░░░ ░░░░░ ░░░░░░░, ░░░░ ░░░░ ░░░░ ░░░░░░░░ ░░░░░), ░░░░░ ░░░░░░, ░░░░░░ ░░░ ░░░░░░░ ░░░░░░. ░░░░░░░ ░░░░ ░░░░ ░░░░ ░░ ░░░ ░░░ ░░ ░░░ ░░░░░░ ░░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░ ░ ░░░░ ░░░░░░ ░░ ░░░░░ ░░░░░░ ░░░░░░░░ ░░░░░░. ░░░░░ ░░░░░ ░░░░░░░░░░ ░░░░ ░░░░ ░░░ ░░░░░ ░░░░░░░ ░░░░ ░░░░░░░. ░░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░ ░░ ░░░░ ░░░░░░░░ ░░░░ ░░░ ░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░░░░░░░. ░ ░░░░ ░░░░░░░ ░░░░░░ ░░░░ ░░░░░░░ ░░ ░░░ ░░░░, ░░░░ ░░░ ░ ░░░░░░░░░░ ░░ ░░-░░░ ░░░░░░░░, ░░░░ ░░░░░░░░░░, ░░░░ ░░░░░░ ░░ ░░░░░░ ░░░░░░░░ ░░░░ ░░░░░░░░ ░░ ░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░, ░ ░░░░░░ ░░ ░░░░░-░░░░ ░░░░░░ ░░░ ░░░░░░ ░░░░░░░░. ░░ ░░░░░░░░ ░░░░░░░, ░░░ ░░░░░░░░ ░░░ ░░░░ ░░░ ░ ░░░░░░░ ░░ ░░░ ░░░░░░ ░ ░░░░ ░░ ░░░░░ ░░░░░░░░░. ░░░░░░░░░ ░░░░ ░░ ░░░░░░░░░░░░, ░░░░░░░ ░░░ ░░░ ░░░░░░░ ░░░░░, ░░░ ░░░ ░░░░░ ░░ '░░░ ░░░░░░░'. ░░░ ░░░ ░░░░░░░░ ░░ ░░░░, ░░░░ ░░░░░ ░░ ░░░░░░░░░ ░░░ ░░░ ░░░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░░░. ░░░ ░░░░░░░░░░ ░░░░░ ░░░░░░░░░░ ░░ ░ ░░░░░░ ░░ ░░░░░░░░░░. ░░░░░░ ░░░░ ░░░░░░░░ ░░░░░░░ ░░ ░░░ ░░░░ ░░░░░░░░, ░░░ ░░░░░ ░░ ░░░░ ░░ ░░░ ░░ ░░░ ░░░░ ░░░░░ ░░░ ░░░░ ░░░░░░░░ ░░░░ ░░░░ ░░░ ░░░░ ░░░░░░ ░░░ ░░░ ░░░░ ░░ ░░░ ░░░. ░░░░░, ░░░░ ░░░░░-░░░░░░░ ░░░░░░░░ ░░░░░░░ ░░░░░░░░░░ (░░░ ░░░░░░░░) ░░░ ░░░░░░░ ░░░░ ░░ ░░░ ░░░░░░░░░, ░░ ░░░░ ░░ ░░░░░░░░ ░░░░░░░░░ ░░░░░░░░. ░░░ ░░░░ ░░░ ░░ ░░░░░, ░░░░░-░░░░░░, ░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░ ░░░░ ░ ░░░░, ░░░░░░░ ░░░░░, ░░░░░░░ ░░░░ - ░░░ ░░░░░ ░░ ░░░░░░ ░░░░░░░ ░░░░ ░░░░. ░░░░░░░░ ░░ ░░░░░░ ░░░ ░░░░ - ░░░░░ ░░░ ░░ ░░░░░░░ ░░░░. ░░░░░░ ░░░ ░░░░░░░░░ ░░░░░ ░░░░░░░ ░░░ ░░░░, ░░ ░░░░ ░░ ░░░░░░░░░░ ░░░░░░░░░░░ ░░░░░░░░░░. ░░░░░ ░░░░-░░ ░░░░░░░░░ ░░░░░░░░░░, ░░░░ ░░░ ░░░░-░░░░░░, ░░░░░░ ░░ ░ ░░░░░ ░░░ ░░░░░░ ░░░░░░ ░░░░░░░░ ░░░░░░░░, ░░░░ ░░░ ░░░ ░░ ░░░ ░░░░░░ ░░░ ░░░░. ░░░░░░░░░░░ ░░░░░░ ░░░░░░░░░░, ░░░░░░ ░░░░░░░░ ░░░░░░: ░░░░░░ ░░░░ ░░░░░░░░░░░ ░░░ ░░░░. ░░░░░░ ░░░░░, ░░ ░░░ ░░░ ░░░░ ░░ ░░░ ░░░░░░, ░░░░░ ░░░ ░░░░ ░░░. ░░░ ░░░ ░░░░░░░░░░ ░░░░░ ░░░░ ░░░░░ ░░ ░░░░ ░░░ ░░░░░; ░░░ ░░░ ░░░░ ░░░░░░░░░░, ░░ ░░░░░ ░░░ ░░░░ ░░░░░░░░░░░, ░░░░ ░░░░░░ ░░ ░░░ ░░░░░░░ ░░░ ░░░░░░░. ░░░░░░░░░░░░ ░░░░░░░░░░░░ ░░ ░░░░░░ ░░░░░░.
Head
░░░░░ ░░░░░░░░░ ░░░░, ░░ ░░░░░░░ ░░░░░░ ░░░. ░░░░░░░░░░ ░░░░░░ ░░░░ ░░ ░░░░░░░░░░ ░░░░░ ░░░░░░░░░░░ ░░░░░░, ░░░░ ░░░░░░░░░░. ░░░░░░░░░░ ░░ ░░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░. ░░░░░ ░░░ ░░ ░░░░░░░░░░ ░░░░ ░░░░░░ ░░░ ░░░░. ░░░░░░ ░░░ ░░░░ ░░ ░░░ ░░░░ ░░░░░░, ░░░░ ░░ ░░░░░░░░ ░░ ░░░░░░░░░ ░░░░░░ ░░░ ░ ░░░░. ░░░░░░░░ ░░░░ ░░░ ░░░░, ░░░, ░░░ ░░░ ░░ ░░░░░░░░░░’░ ░░░░░░░░ ░░░░░░. ░░░ ░░░░░░░ ░░░░░ ░░░ ░░░░░░░; ░░░ ░░ ░ ░░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░░░░░░ ░░░░░.
Entrance
░░░░░░░░░ ░░░░ ░░, ░░░░░░ ░░░░ ░░░░░░░░ ░░░░░░; ░░░ ░░░░ ░░░ ░ ░░░░░ ░░░ ░░░ ░░░ ░░░░░░░░░░ ░░░░░░░░, ░░░░ ░░ ░░░░░░░░░░░ ░░░░░░░░░░░░'░ ░░░░░░ ░░ ░░░░░░░░░.
Exit
'░░░░ ░░ ░░░░ ░░ ░░░░░░░░░ ░░░░░░░░ ░░ ░░░░░░ ░░░░░░ – ░░░░░ ░░ ░░░ ░░░░ ░░ ░░.'
Special Education Needs Survey
SEN Statement
Clayesmore Preparatory School has an excellent reputation for its provision of support for dyslexic pupils. Our Individual Needs (IN) department ensures that pupils have effective and targeted teaching, either individually or in very small groups, to meet their specific needs. Pupils are withdrawn at carefully selected times during the school day to attend their specialist lessons. They may also benefit from the support given by IN Teaching Assistants, who work alongside the teachers in some mainstream lessons.
All Individual Needs Tutors are fully qualified teachers with additional qualifications in teaching pupils with Specific Learning Difficulties. Mainstream teachers are empathetic with the needs and difficulties of some of the children in the mainstream classes and differentiate accordingly. The school is registered with CReSTeD.
For gifted children we issue IEP's to ensure there is extension work in mainstream lessons. We also provide individual/small group work with specialist teachers, and arrange master classes at school in academia, sport, art and music.
September 2011
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 Moderate | | ||||
| 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 Mild | | ||||
| Dyscalculia Moderate | | ||||
| Dyscalculia Severe | | ||||
| Dyslexia Mild | | ||||
| Dyslexia Moderate | | ||||
| Dyslexia Severe | | ||||
| Dyspraxia Mild | | ||||
| 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 Mild | | ||||
| 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? | | CAT verbal, reading and spelling. | |
| Please outline the screening programmes used by the school. | CAT verbal/non verbal, CoPs, LASS, Reading, Spelling as appropriate. | ||
| 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? | | ||
| Please outline what is on offer for such children | See above | ||
| 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. | |||
| 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? | | 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? | | ||
| Please provide information on staffing. Does the school have: | |||
| A SENCO or equivalent? | | ||
| Staff who will administer prescription medicines to a child | | 3 | |
| Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent). | | 5 | |
| Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent). | | 4 | |
| Please list specialist qualifications held by teaching staff with learning support or SEN commitment. | RSA/OCR Dip/Cert, ADV Dip ED, AMBDA. | ||
| Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment. | NVQ 3 | ||
School Features
Curricula
School associations
Service Children's Education (SCE)
SEN attributes
Sports
Horse riding
Clayesmore Preparatory School Catchment Area Map
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