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Yateley Manor
Yateley Manor Where to pupils come from and Go to
Yateley Manor A Level, GCSE Exam Results, Tables and Graphs
Yateley Manor KS2, GCSE, Alevel Results and Performance
Ofsted report, English Baccalaurate, value Added
Yateley Manor University Leavers Data
Yateley
Hampshire
GU46 7UQ
Yateley Manor
Yateley Manor, Yateley is an independent school for boys and girls aged from 3 to 13.
Good Schools Guide Review Snapshot
Selective - interviews and formal assessment, though these are mainly to determine children's needs. Scholarships for academic all-rounders, music, sport, chess, up to 50 per cent, and means tested bursaries up to 100 per cent. Sibling discounts. Numbers steadying after a small drop, but economics dictates a much greater... Read More
School Self Portrait
Innovative, enthusiastic and committed teachers are at the heart of Yateley Manor's learning community and provide the framework for your child’s educational, cultural and social development. Nurtured in a warm, friendly and safe environment, children are given new experiences to explore, building confidence and stimulating a desire to learn.
A full programme enriches our educational experience... Read More
The Good Schools Guide Review of Yateley Manor, Yateley, GU46 7UQ
Our View
░░ ░░░░ ░░░░░ ░░░ ░░░░░░░░░ ░░ ░░ ░░░ ░░░░░ ░░░ ░░░░░░░░ ░é░░░░, ░░░ ░░░░ ░ ░░░░░ ░░ ░░░ ░░░ ░░░░░░░░░░ ░░ ░░░░░░░░░ ░░░░░ ░░ ░░░░░░░░ ░░░ ░░░░ ░░ ░░░░░ ░░░ ░░░░░░░ ░░░░░. ░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░░░ ░░ ░░░░ ░░ ░░░ ░░░░ ░░░░ ░░ ░░░░░░, ░░░░░░░░░ ░░░ ░░░░░░ ░░ ░░░ ░░░░░░░░░ ░░░ ░░░░░░░░. ░░░░ ░░░ ░░░░░░, ░░░░░ ░░░ ░░░░░░░ ░░░░░░, ░░░ ░░░░░░░░░ ░░ ░ ░░░░░░ ░░░░. ░░░░ ░░░+ ░░░░░░ ░░░░ ░░░░░ ░░░░░, ░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░, ░ ░░░ ░░░░ ░░░░ (░░░ ░░░░░░░░ ░░ ░░░ ░░░░░) ░░░░░ ░░ ░ ░░░░░░░, ░░░ ░░░░░ ░░░░░░, ░░ ░░░░░░ ░░░░░'░ ░░░░ ░░░░░░░. ░░░░░░░░ ░░░░░░░░░/░░░░░░░░░ ░░░░░░░░ ░░░░░░░░ ░░░░░░░░ ░ ░░░░░░░░, ░░░░░░░░ ░░ ░░░░░░░░░░░░ ░░░░░░ ░░ ░░░ ░░░░░░, ░░░░ ░░░░ ░░ ░░░░░ ░░░░░░░░░. ░░░░ ░░░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░░░░ '░░░ ░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░ ░░░░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░ ░░░░░-░░░░░ ░░░░░ ░░░ ░░░░░ ░░░░░░░ ░░░░ ░░░░ ░░░░░░░░░, ░░░░ ░ ░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░░ ░░░░ (░░░░░░ ░░░░░░░░░░). ░░░░░░░░░ ░░░░░░░░░, ░░░░░░░, ░░░░░░░ (░░░░░░ ░░ ░░░░░░), ░░░░░░ ░░ ░░░░░░ ░░░░ ░░░░░ ░░░ ░ ░░░░ ░░░░ (░░░░░) ░░░ ░░░░. ░░░░░░░░, ░░░░░░░░░ ░░░ ░░░░░░░░, ░░░░░ ░░ ░░░░░░░░ ░░░ ░░░░░, ░░░ ░░░░░░ ░░ ░░░░░░░░░░ ░░░░░░░ ░░░░░░░░ ░░░ ░░░░░. ░░░░░-░░░░░░░░░░ ░░ ░░░ ░░░░ ░░░░░░░░░░░░░ ░░░░░░░░░░░ ░░░░░ ░░ ░░░ ░░░░ ░░░ ░ ░░░░░░░░░ ░░░░░░░ ░░░░ ░░ ░░░░░░░░░░░ ░░░░░░░░░░, ░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░ ░░░░ ░░░░ ░░░░ ░░ ░░░ ░░ ░░░░, ░░░ ░░░░░░░░░░ ░░ ░░░░░░░ ░░░░ ░░░░░ ░░░░░░░░░░░░ ░░░░░░░ ░░ ░░░░░, ░░░░░░ ░░░. ░░░░░░ ░░░░░░ ░░░░ ░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░ ░░░ ░░░░░░░░░░░ (░░░░░░░░░░ ░░ ░░░░░░ ░░ ░░░ ░░░░░░ ░░░) ░░░ ░░░░░░ ░░░░░ ░░ ░░ ░░ ░░░░ ░░ ░░░░░░░░ ░░░░░ ░░ ░░░░░░░, ░░░░░░░, ░░░░░░░░ ░░░ ░░░░░░░░. ░░░░░░ ░░ ░░░ ░░░░░░░ ░░░░ ░░░░░░░░░░ ░░░░░░ ░░ ░░░░ ░░ ░░░░ ░░░░ ░ ░░░░░░ ░░░░░░░ ░░░░ ░░░░░░░░░ ░ ░░░░░ ░░░ ░░░░░░░░░ ░░░░-░░ ░░░░ ░░░ ░░░ ░░ ░░░░░░ ░░ ░░░░ ░░ ░░░ ░░░░. ░░░░░░ ░░░░░░░ ░░░░░░░░░░░░ ░░░░ ░░░ ░░░░░░░░ ░░░░░, ░░░ ░░░░ ░░ ░░░░░░░░░░░ ░ ░░░░░░░░░ ░░░░░░░ ░░░░░░░░ ░░░░░░░░░░░ ░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░ ░░ ░░░░ ░░░░░'░ ░░░░. ░░░░░ ░░░░░░░░ ░░░ ░░░░ ░░░░ ░░ ░░░░ ░░ ░░░░░░░░░░ (░░░ ░░░ ░ ░░░ ░░ ░░░ ░░░░░░░░░░). ░░░░░░ ░░░░░░░░ ░░░░░░ ░░ ░░ ░░░░░ ░░░░░░. ░░░░░ (░░░░ ░░░░) ░░ ░░░░░░░░ ░░░ ░░░░░░░. ░░░░░░░ ░░░░░░░░░░ ░░░░░░░░ ░░░░░░ ░░░ ░░░░░ ░░░░░░ ░░ ░░░░░░░░░░░ ░░░░ ░░░░ ░ ░░░░░░░. ░░░░░ ░░░░ ░░░░ ░, ░░░░░ ░░░ ░░░ ░░░░ ░░░░ ░, ░░░░░░░ ░░░ ░░░░░░ ░░░ ░░ ░░░░░░░░░ ░░ ░░░░░ ░░░░░░ ░░ ░░░░░░░░░░. ░░░░░░░░ ░░░ ░░ ░░░░░░ ░░░░░░░░ ░░ ░░+, ░░░░░░ ░░░░, ░░░░░ ░░░░░░░░░░, ░░░░ ░░ ░░ ░░+ ░░░ ░░░░ ░░ ░░+ ░░░░░░░ ░░░ ░░░░░ ░░░░░░░░░ ░░░░░ ░░░░░░░. ░░░ ░░░░░ ░░░░░░ ░░░░░░░░ ░░░░░░░░ ░░░░, ░░░░░░░░ ░░░░ ░░░░░░░░░░░░░ ░░░ ░░░░░░░░░░░░░░ ░░░ ░░░░░░ ░░░░░░. ░░░░░ ░░░░░░ ░░ ░/░ ░░░░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░░░░ ░░░░-░░░░░░░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░. ░ ░░░░░░░ ░░ ░░░░░░░░ ░░░░ ░░░ ░░ ░░ ░░░░░, ░░░░ ░░░░░░░ ░░░░░░░ ░░ ░.░░ ░░ ░.░░░░ ░░░░░ ░░░░░░. ░░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░ ░░░░░░░░░ (░░░░ ░░) ░░░ ░░░ ░░ ░░░░░░░. ░░░░░░░░ ░░░ ░░░░░░ ░░░░░ ░░░ ░░░. ░░░░░░ ░░ ░░░░░, ░░░░ ░░░░░░░░░ ░░░ ░░░, ░░░ ░ ░░░░ ░░░░░░░ ░░░░░░░░░░ ░░░░░░ ░░░░░░ ░░░ ░░░░░░ - ░░ ░░░░ ░░ ░░░░ ░░░ ░░░░░░░ ░░░░░░░. ░ ░░░░░, ░░░░ ░░░░░░ ░░░░ ░░░░░░░░░, ░░░░░░░░ ░░░░░░, ░░░░░░░░░░░ ░░ ░░░░ ░░░░░░░░░░ ░░░░░░░░░░░░.
Headmaster
░░░░░ ░░░░, ░░ ░░░ ░░░░░░░░ ░░ (░░░░░░░░░) ░░░░, ░░░░░░░░ ░░░░ ░░ ░░ ░░░░░'░ ░░░░ ░░░░░░ ░░ ░░░░░░░░░ ░░ ░░░░░. ░░░ ░ ░░░░░░ ░░ ░░░░░░ ░░ ░░░░░░░░░░ ░░ ░░░░░░░░ ░░░░░░ ░░░░░░ ░░░░ ░░░░ ░░░░░░░░. ░ ░░░░░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░░ ░░░░░░░░░░░ ░░░░░░░░░░; ░░░░░░░ ░░ ░░░░░░ ░░ ░░░░░░ ░░░░░, ░░░░░░░░░░░░ ░░░ ░░░░░░░░░. ░░ ░░░░░░░ ░░░ ░░░░ ░░ ░░░░░░░░░, '░ ░░░░░░ ░░ ░░░░░░░░░░ ░░░░░░░░ ░░ ░░░░ ░░░ ░░░░░░ ░░ ░░░░ ░░ ░░░░ ░░ ░░ ░░░░░░░░░ ░░░░ ░ ░░░░░ ░░░░░░.'
Entrance
░░░░░░░░░ - ░░░░░░░░░░ ░░░ ░░░░░░ ░░░░░░░░░░, ░░░░░░ ░░░░░ ░░░ ░░░░░░ ░░ ░░░░░░░░░ ░░░░░░░░'░ ░░░░░. ░░░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░-░░░░░░░░, ░░░░░, ░░░░░, ░░░░░ ░░ ░░ ░░ ░░░ ░░░░ ░░ ░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░░░░ ░░ ░░ ░░░ ░░░ ░░░░. ░░░░░░░ ░░░░░░░░░. ░░░░░░░ ░░░░░░░░░ ░░░░░ ░ ░░░░░ ░░░░, ░░░ ░░░░░░░░░ ░░░░░░░░ ░ ░░░░ ░░░░░░░ ░░░░░░░░░░ ░░ ░░░░ ░░░░░░░░░░░░. ░░░░░░ ░░░░░ ░░░░░░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░ ░░░░░░░░; ░░░░░░-░░░░░, ░░░ ░░░░ ░░░░, ░░░░ ░ ░░░░░░ ░░ ░░░░░░ ░░░░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░ ░░░░░░░░░░.
Exit
░░ ░░ ░░ ░░ ░░░░░░░, ░░░░░░ ░░░░░░ ░░░░░: ░░░░░ ░░░░░░░ ░░░░░░ ░░░░░░░░░, ░░░░ ░░░░░░░░░░ ░░░░░░░, ░░░░░░░░░░░ ░░░░, ░░░ ░░░░░, ░░░░░░░░░ ░░░░, ░░░░░░░░░░, ░░░░░░░░░░░, ░░░░░ ░░░░'░ ░░░░░░░░░ ░░░; ░░░░ ░░░░░░░░░, ░░░░░░░, ░░░ ░░░░░░░ ░░░░░░░'░ ░░░ ░░░░░░, ░░░░ ░ ░░░░ ░░░░░░░░░░ ░░ ░░░░░░░░░░░░. ░░░░░ ░░░░ ░░░░░░ ░░ ░░░░ ░░░░░░░ ░░ ░░, ░░ ░░░░░░░ ░░░░ ░░░░ ░░/░░ ░░░░ ░░ ░░░░░, ░░░ ░░ ░░░░░░░ ░░░░ ░░░░░░ ░░░ ░░░░ ░░░░░ ░░░ ░░░░░░░░ ░░ ░░░░ ░░ ░░ ░░░░░░░ (░░ ░ ░░░░░ ░░░ ░░) '░░░░ ░░░░░ ░░░░░ ░░░░░░░ ░░ ░░░ ░░░░ ░░░ ░░░░░'. ░░░░░░ ░░░░░░░ ░░░░░░ ░░-░░░░░░░ ░░░░░░ ░░ ░░░░░░░░░ ░░░ ░░░░ ░░░░░░░░.
Special Education Needs Survey
SEN Statement
The aim of Learning Support at Yateley Manor is to:
- identify and assess those pupils with specific learning difficulties
- provide these children with appropriate support
- keep teachers, support assistants and parents fully informed and involved
The School has an active Learning Support Department which monitors pupils continuously. Help is offered to children with Specific Learning Difficulties either by individual tuition (which is charged for) or in small groups. The School's Learning Support Policy is published on the school's website.
Sept 2010
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? | |||
| Please outline the screening programmes used by the school. | NFER dyslexia screener/dyscalculia | ||
| How many children with statements of need or equivalent do you have in the school? | One | ||
| Do you make special provision for exceptionally gifted children? | |||
| Please outline what is on offer for such children | By differentiation in classwork and various scholarships. | ||
| 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? | |||
| 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 | Matron who is a qualified SEN nurse. | ||
| Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent). | 2 teachers | ||
| Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent). | 3 learning support assistants. | ||
| Please list specialist qualifications held by teaching staff with learning support or SEN commitment. | Diploma for Teachers of Learners with Specific Learning Difficulties. | ||
| Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment. | NVQ3 in Learning Support | ||
School Features
Yateley Manor Catchment Area Map
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