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Bruern Abbey School
Bruern Abbey School Where to pupils come from and Go to
Bruern Abbey School A Level, GCSE Exam Results, Tables and Graphs
Bruern Abbey School KS2, GCSE, Alevel Results and Performance
Ofsted report, English Baccalaurate, value Added
Bruern Abbey School University Leavers Data
Chesterton
Bicester
Oxfordshire
OX26 1UY
Bruern Abbey School
Bruern Abbey School, Bicester is a special independent school for boys aged from 7 to 13. Takes boarders.
Good Schools Guide Review Snapshot
To all intents and purposes, looks like traditional single-sex prep - a grand country house set in 23 acres of grounds and woodland tranquillity. But because of its mission to overcome learning problems and prepare boys for CE to major English and Scottish public schools, it... Read More
School Self Portrait
Bruern's raison d'etre is to prepare boys with identified specific learning difficulties for Common Entrance at 13+ to a range of reputable public schools in England and Scotland. Whilst the curriculum may be delivered in different ways and the use of a laptop is mandatory, Bruern has all the attributes and characteristics of a traditional, preparatory boarding school. Read More
The Good Schools Guide Review of Bruern Abbey School, Bicester, OX26 1UY
Our View
░░ ░░░ ░░░░ ░░ ░ ░░░░░░░░░ ░░░░░░░░░, ░░░ ░░░░░░░ ░░░░░░ ░░░░░ ░░░░░░░░ ░░░░░ ░░░░ ░░░ ░░░░ ░░░░ ░░░░░░░ ░░░░ ░░░░ ░░░░ ░░░░░░ ░░░░░░░░░░░ ░░░░░░░░░. ░░ ░░░ ░░░░░░░ ░░░ ░░░░░░░░, ░░░░░ ░░░░ ░░░░░░░░░░░ ░░░░░░-░░░ ░░░░ - ░ ░░░░░ ░░░░░░░ ░░░░░ ░░░ ░░ ░░ ░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░░░. ░░░ ░░░░░░░ ░░ ░░░ ░░░░░░░ ░░ ░░░░░░░░ ░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░ ░░░░ ░░░ ░░ ░░ ░░░░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░ ░░░░░░░, ░░ ░░░░░░ ░░ ░░ ░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░. ░░░░ ░░░ ░░░ ░░ ░░░░░░░░░░ ░░░░░░░░ ░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░░. ░░░░░ ░░░░░░ ░░ ░░░ ░░░░ ░░░░░░░░ ░░░ ░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░ ░ ░░░░░░░ ░░ ░░░░, ░░░░░, ░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░. ░░░ ░░░ ░░░░ ░░░ ░░░░░░ ░░░░░-░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░ ░░░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░ ░░ ░░░░░ ░░░░░░. ░░░░ ░░ ░░░░░░░ ░░ ░░░ ░░░░░░░░ ░░░░░░░, ░░░░░░ ░░░ ░░░░░░░ ░░░░ ░░ ░░░ ░░░. ░ ░░░░░░░░ ░░░░░░ ░░░░░ ░░░░ ░░░ ░░░ ░░░░ ░░░░░░░░ ░░░ ░░ ░░░ ░░░░ ░░░░ ░░░░. ░░░░░ ░░░░░ ░░░░░ ░░░░░░░░ ░░░░ ░░░░░░░░░ ░░░░░░░░ ░░░░░, ░░░░ ░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░░ ░░░░ ░░░░░░ ░░░░░░░░░░ ░░░░░░░. ░░░░░ ░░░░░░░ - ░░ ░░░░░░░ - ░░░░ ░░░░░░ ░░ ░░░░░░░░░░ ░░░░░░░░░. ░░░░░░, ░░░░░░░░ ░░░ ░░░░░░░░░░░░ ░░░░░░░░░░ ░░ ░░░░ ░░░░ ░░░░░░. ░░░░░░ ░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░ - ░░ ░░░░░░░ ░░ ░░░░ ░ ░░░░ - ░░░ ░░░ ░░ ░░░ ░░░░░░░ ░░ ░░░░░░░░ ░░░░. ░░░░ ░░░░░ ░░░░ ░░░░░░░░ ░░░ ░░░ ░░░░░░░░░ ░░░░ ░░░░░ ░░░░░░░ ░░░ ░░░░░ ░░░░, ░░'░ ░░░░░ ░░░░ ░░░ ░░░░░░░░░░. ░░░░░░ ░ ░░░░ (░░░░░░ ░░ ░░░░ ░░░░░░░░░░░ ░░░░░░░░░░░░░), ░░░, ░░░░░ ░░░ ░░░░░ ░░░ ░░░░░░░░. ░░░░░░ ░░░░░ ░░░░░ ░░░░░, ░░░░░░░░ ░░░ ░░░░░░░ ░░░░ ░░░░░░ ░░░░ ░░ ░░░░ ░░░ ░░░ ░░░░░░░ ░░░░░ ░░░░░░░░░░ - ░░░░ ░░░ ░░░░░░, ░░░░░░ ░░░░░ ░░░░░ ░░. ░░░░░ ░░░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░, ░░░░ ░░░░░░ ░░░░ ░░░░░░ ░░░░ ░░ ░░░░░░. ░░ ░░░░░░ ░░░ ░░ ░░░░░░░░░ ░░ ░░░░░ ░░░░ ░░░ ░░ ░░░░░ ░░░░░░░░░░░ ░░░░ ░░░░░░, ░░░░░░░░, ░░░░░░░ ░░░ ░░░░░-░░░░░░░. ░░░░░░░░ ░░░░ ░░░░░░ ░░░░░░░░░ ░░ ░░░░░░░░░░ ░░░░░ ░░ ░░░░ ░░░ ░░░ ░░░░ ░░░░ ░░░░░░. ░░░░░░ ░░░░░░ ░░░░░░ ░░ ░░░░░, ░░░░ ░░░░ ░░░░ ░░ ░░░░ ░░ ░░ ░░░░░ ░░░░░ '░░░ ░░░░' ░░ ░░░░░░░░░░░ ░░░░░░ ░░░░░░░░░. ░░░░ ░░░ ░░░, '░░'░ ░░░░░░░ ░░░░░░░░░ ░░░░ ░░ ░░░░ ░░░░░░. ░░░░░ ░ ░░░ ░░░░ ░░ ░░░░ ░░░░░░, ░ ░░░ ░░░░░░ ░░░░░░ ░░░░░░ ░░░ ░ ░░░ ░░░░░░░ ░ ░░░. ░░░ ░░░░ ░░░ ░░░░░░░░ ░░░░░░ ░░ ░░ ░░░ ░░░░ ░░░ ░░░░ ░░ ░░░░░░░.' ░░░░░░░ ░░░░░, '░░░░░ ░░░░░░░ ░░░░ ░░░ ░░░ ░░░░░░ ░░░. ░░░░ ░░░ ░░░ ░░ ░░░ ░░░ ░░░░░░ ░░░. ░░░ ░░░ ░░░░ ░░ ░░░░ ░░░░░░ ░░░ ░░░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░ ░░░░ ░░ ░░░░░ ░░'░░ ░░ ░░░ ░░░, ░░ ░░░░ ░░░░░░░'░ ░░░░░░░ ░░ ░░░ ░░ ░░.' ░░░░░░░░ ░░░░ ░░░░░░ ░░░░░░ ░░░░░░░ ░░░░░░░░░░░, ░░░░░░ ░░░ ░░░░'░ ░░░░. ░░░ ░░░░░░░░░ ░░ ░░░░░░░░ ░░░░░░░░ ░░░░░ ░░░░. ░░░░░ ░░░░ ░░░░░░░░░, ░░░░░░░░ ░░░░░░░░░░ ░░░░░ ░░░░░ ░░░░░░░ ░░░ ░░ ░░░░░░'░ ░░░░░ ░░░░░░ ░░░░░░ ░░░░░░░ - ░ ░░░░░░░░ ░░░░░░░░░ ░░░░░░ ░░░░░ ░░ ░░ ░░░░░░░ ░░░░░░░ ░░░░ ░░░░ ░░ ░░░░░░░. ░░░░ ░░░░ ░░░░ ░░ ░░░░░░░ ░░ ░░░░░░ ░░░░ - ░░░░░░░░ ░░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░ ░░░░░ ░░░░░░░. ░░░ ░░░░░░, ░░░░░░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░ ░░░. ░░░░ ░░░░░, '░░░░ ░░░░ ░░ ░░░░ ░░░ ░░░ ░░░░░.' ░░'░ ░░░░! ░░░░░░ ░░░░░░░░ ░░░░░░ ░░ ░░░░░░░░░ ░░░░░░░░ - ░░░░░░░░ ░░░░ ░░ ░░░░░░░ ░░ ░░░░' ░░░░░░░ ░░░░-░░░░░░. ░░░░░░░ ░░ ░░░ ░░░░. ░░░░░░░░ ░░ ░░░░░░ ░░░░░, ░░░░ ░░ ░░░░░░ ░░░░ ░░░░ ░░░░░░░░. ░░░░░░ ░░░░░ ░░ ░░░░░ ░░░░░░ ░░░░ ░░░░░░, ░░░ ░░ ░░░ ░░░░░░ ░░ ░░░░░░░░░░. ░░░░░░ ░░░░░░░ ░░░░░░░ ░ ░░░░ ░░░░ ░░░ ░░░░-░░░░░░░ ░░░░░░░░, ░░░░░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░. ░░░ ░░░░░░ ░░ '░░░░░░░░' ░░░░ ░░░. ░░░░ ░░░░ ░ ░░░░' ░░░░░░, ░░░░ ░░░░░░░░░░ ░░ ░░░░░. ░░░░░ ░░ ░░░░░ ░░ ░░░░ ░░░░░░░░░░░░ ░░░░░░, ░░░░░░░░░, ░░░░░░░░░░, ░░░░░░░░░░░░ ░░░ ░░░░░░░░. ░░░░░░'░ ░░░░░░░░░ ░░░ ░ ░░░░░ ░░░░░░ ░░░ ░░░ ░░░░ ░░'░ ░░░░░ ░░░░ ░░░░. ░░░ ░░░ ░░░░░░ ░░ ░░, '░ ░░░░░░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░ ░░ ░ ░░░░░░ ░░░░░░░ ░░░.'
Headmaster
░░░░░ ░░░░, ░░ ░░░░ ░░░░░ ░░ ░░░░ (░░░░░░░░). ░░░░ ░░░░░░░░░ ░░ ░░░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░ ░ ░░░░ ░░ ░░░░░░░░░░ ░░ ░░░░░░. ░░░░░░░░░░ ░░░░░░ ░░░░ ░░ ░░░░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░░░. ░░░░░░░░░ ░░░░░░░ ░░░░░░░. ░░░░░░░ ░░ ░░░░░░░░░, ░ ░░░░░░░ ░░░░░ ░░░░░░░░ ░░░░░░░░░, ░░░░ ░░░ ░░░░░ ░░░░░, ░░░░░. ░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░'░ ░░░░░░ ░░░░░░░ ░░░ ░░░░░ ░░░░░ ░░░ ░░░ ░░░░░░ ░░░░ - ░░░░░░ ░░░ ░░░░░░. ░░░░ ░░░░░░ ░░ ░░░░ ░░ ░░░░ '░░░ ░░░░ ░░░░░' ░░░ ░░░ ░░░░░░ ░░░░░░░░░░ ░░░ ░░░░. ░░ ░░░░░ ░░ ░░░░░░░ ░░░ ░░░ ░░ ░░░ ░░░░░░’░ ░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░░ ░░░░░░ ░░░ ░░░░, '░░░░░░░░░ ░░░ ░░░░░░░ ░░░░░ ░░ ░ ░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░ ░░░░ ░░░░░░░░░░░░░ ░░░░.'
Entrance
░░ ░░░░ ░░ ░ ░░░░░░ ░░░ ░░░░ ░░░░ ░░░░░░░░ ░░░░░░░░ ░░░░░░░░░░░░, ░░░░░ ░░ ░░░░░░░░░░░ ░░░░░░░░░ ░░░░░░░░░. ░░░░░░░ ░░░░ ░░░░░░░ ░░░░░░ (░░░░ ░░░░ ░░░ ░░░░░░ ░░░) ░░░░░░░░░░░ ░░░░░░░░░░░░'░ ░░░░░░. ░░░░ ░░░░ ░░ ░░░░ ░░░░ ░░░░░░░ ░░░░░ ░░░░ ░░ ░░░░░░░░ ░░░░░░░░, ░░░░░░░░░ ░░ ░░░░░░░░░░░, ░░░░'░░ ░░░░░░░░░░░ ░░░░░░ ░░ ░░░░ ░░░░ ░░░ ░░░░░░░ ░░ ░░░ ░░░░░░░░░░. ░░░░░░ ░░░░░░░ ░░░ ░░ ░░ ░░ ░░░░░ ░░░ ░░░ ░░░░░░ ░░ ░░░░░, ░░░ ░░░ ░░░░░ ░░░░ ░░░░░░░░. ░░░░░ ░░░░░░░░ ░░░░░░░ ░░ ░░░░░ ░ ░░░ ░░░ ░ ░░░░░ ░░ ░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░░.
Exit
░░░ ░░░ ░░░░ ░░░░ ░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░ ░░░░░ ░░░░░░ ░░░░░░ ░░░░░░░ ░░░░░░░░░ ░░░░░░░░░░, ░░░░░, ░░░░░, ░░░░░░░░░, ░░ ░░░░░░'░, ░░░░░░░░░░, ░░░░░░░, ░░░░░░░░░, ░░░░░░░░░░, ░░░░░░░░░░░░ (░░░░░░ ░░░░░░░░░░), ░░░░░░░░░, ░░░░░░░░░░░, ░░░░░░░ ░░░ ░░░░░░ ░░░░░.
Special Education Needs Survey
SEN Statement
Bruern Abbey is in so many ways a traditional preparatory school, with its raison d'etre being to prepare boys for Common Entrance to reputable Public Schools. Yet all the boys at Bruern experience some kind of specific learning difficulty, or range of difficulties, to a degree that for confidence to be restored and for academic potential to be fulfilled, they would benefit from small classes, an intensive focus on literacy and numeracy and a genuinely multi-sensory approach to delivering the curriculum, including the use of a personal laptop.
Children are taught by trained and experienced 'specialists' in special needs education and by subject teachers who have an on-going, in-service training programme, monitored by the Helen Arkell Dyslexia Centre, that helps them understand the difficulties encountered by the dyslexic or dyspraxic child.
Nov 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 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? | Up-to-date Educational Psychologist Report required. | ||
| 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? | |||
| 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. | | All children receive learning support through the day to day delivery of the curriculum. | |
| Pupil Referral Unit. | |||
| Other withdrawal. | | Occupational Therapy and Speech and Language Therapist. | |
| 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? | No category for Bruern exists. | ||
| Centre of excellence for SEN that is Not already outlined? | |||
| Good wheelchair access | | ||
| Provides outreach support? | |||
| Receives outreach support? | | Occupational and Speech and Language Therapists. | |
| 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? | | Full time SENCO/Head of 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). | | 3.5 full-time equivalents. | |
| 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. | |||
Bruern Abbey School Catchment Area Map
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