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The Unicorn School (Abingdon)
The Unicorn School (Abingdon) Where to pupils come from and Go to
The Unicorn School (Abingdon) A Level, GCSE Exam Results, Tables and Graphs
The Unicorn School (Abingdon) KS2, GCSE, Alevel Results and Performance
Ofsted report, English Baccalaurate, value Added
The Unicorn School (Abingdon) University Leavers Data
Abingdon
Oxfordshire
OX14 1AA
The Unicorn School (Abingdon)
The Unicorn School (Abingdon), Abingdon is a special independent school for boys and girls aged from 6 to 13.
Good Schools Guide Review Snapshot
Pupils may also have secondary needs such as dyspraxia, dyscalculia, speech and language or physical disabilities. But dyslexia is a must. Head recognises self-esteem likely to be very low and sense of failure high when new pupils arrive so much effort spent on rebuilding confidence first and foremost. 'Children are never put in a position where they could fail here,' says head... Read More
School Self Portrait
The Unicorn School is a special co-educational day school, every child receives at least half an hour of daily individual tuition. There are speech therapists and an occupational therapist on site.
Educational needs are met in various ways, with the express aim of returning a child to mainstream schooling as soon as they are ready. This is done by intensive, specialist teaching of reading, mathematics,... Read More
The Good Schools Guide Review of The Unicorn School (Abingdon), Abingdon, OX14 1AA
Our View
░ ░░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░ ░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░░░░░. ░░░░░░░ ░░ ░░░░ ░░░░ ░░░░ ░░░░ ░░░░░░, ░░░░░░ ░░░ ░░░░░░ ░░ ░░ ░░░░ ░░░░░░░ ░░░ ░░░░ ░░░░░░ ░░ ░░░░░░ ░░░░░░░░. ░░ ░░░ ░░░░░░ ░ ░░░░░ ░░░░░░░░░ ░░░░░ ░░░░ ░░░ ░░░░░░ ░░ ░░░ ░░░░ ░░░░ ░░░░ ░░░░░░░░░░░. ░░░ ░░░░░░░░░░ ░░░░'░ ░░░░, ░░░ ░░░░░'░ ░░ ░░░░ ░░ ░░░░░ ░░░ ░░░░░░ ░░░░ ░░░░ ░░ ░░░░░░░░░░ ░░ ░░░░ ░░ ░░░ ░░░ ░░░░. ░░░░░ ░░░ ░░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░░░░ ░░ ░░░, ░░░░ ░░ ░░ ░░░░░ ░░░░ ░░░░░░░░░░░ ░░░░░░░░░░. ░░░░ ░░░░░ ░░░-░░-░░░ ░░░░░░░ ░░░░░. ░░░░░░░ ░░ ░░░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░ ░░░░░░░░ ░░░░ ░░░░░░░░ ░░ ░░░░░ ░░░░ ░░░░░░░░░, ░░░░ ░░░░░ ░░░░░ ░░░░░ ░░ ░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░ ░░░░░░░░ ░ ░░░. ░░░░ ░░ ░░░░░░░░░ ░░ ░░░░░ ░░░░░░░░ ░░░░░░░░░░ ░░░░░ – ░░░░░░░░░ ░░░░░░░░░░, ░░░░░░░, ░░, ░░░░░, ░░░░░░ ░░░ ░░░ – ░░░ ░░░░░░░░ ░░ ░░░░░░░░ ░░░░░. ░░░░░-░░░░░░ ░░░░░░ ░░░░ ░░░ ░░░. ░░░ ░░░░░░░ ░░░░ ░░░░░-░░ ░░░ ░░░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░ ░░░░░ ░░░░░░░░░ ░░ ░░░░ ░░ ░░░░░░░░░░ ░░░░░ ░░░░░░░░░░. ░░░░ ░░░ ░░░░░ ░░░ ░░░░░░ ░░░░░░░░░░. ░░░░ ░░░░░ ░░░░ ░░░░ ░░░░░░░ ░░░░░ ░░░░░░░░░. ░░░░░░░░ ░░░░░ ░░ ░░, ░░░ ░░░░░░░░░░░ ░░ ░░░░░░░░░░░ ░░░░ ░░░ ░░ ░░░░░. ░░░░░░░░ ░░░░░ ░░░░ ░░░░ ░░ ░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░ ░░░░░░░░░░░ ░░░ ░░░░-░░░░░░░░░░ ░░░░░░░░░░░. ░░░░ ░░░░░░░░░░ ░░░░-░░░░░░ ░░░░░░ ░░ ░░ ░░░░ ░░░ ░░░ ░░░░░ ░░ ░░░░░░░ ░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░ ░░ ░░░░ ░░░░░░ ░░░░░ ░░ ░░░░░░░░░░ ░░░░░░░░░░ ░░░░░ ░░░ ░░░░░░░░. '░░░░░░░░ ░░░ ░░░░░ ░░░ ░░ ░ ░░░░░░░░ ░░░░░ ░░░░ ░░░░░ ░░░░ ░░░░,' ░░░░ ░░░░. ░░░░ ░░░░░░ ░░░░░░░ ░ ░░░░ – ░░░░░░░░, ░░░░░░, ░░░░░ ░░░░░, ░░░░░░░ ░░░ ░░░░░░░░. ░░░░░-░░░░░░ ░░░░░ ░░░░░░░ ░░░, ░░░░░░░░, ░░░░░░░, ░░░░░░. ░░░░░ ░░░ ░░░░ ░░░░ ░░░░░ ░░ ░░░ ░░ ░░░░░. ░░ ░░░░ ░░░ ░░░░░░ ░░░░░░ ░░░░░ ░░░░░░ ░░ ░░░░░░░░ ░░░░░░. ░░░░░░░'░ ░░░░ ░░░░ ░░░ ░░ ░░ ░░░░░░ ░░ ░░░░░░░░░░ ░░░ ░░░░░░░░. ░░░░░░░░ ░░░░░░░ ░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░░░░ ░░░░░░░░ ░░░░ ░░░░░░░░░░░ ░░░░ ░░░░ ░░░░░░░░ ░░ ░░░░░ ░░░ ░░░'░ ░░░░░░ ░░░░░░░ ░░░░░░░. ░░░░░░░ ░░ ░░░░░░░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░ ░░░░░ ░░░░░░░. ░░░░, ░░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░░ ░░ ░░░░░ ░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░. ░░░░░░░ ░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░ ░░░░ ░░░░░░ ░░░░░░░. ░░░░ ░░░░░░░:░░░░░ ░░░░░ ░░░░░░░ ░░░░ ░░░░░░░░░ ░░ ░░░░░░░░ ░░░░. ░░░░░░░░ ░░░░ ░░░░░ ░░ ░░░░ ░░░ ░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░ ░░░░░░░░░░░░░ ░░ ░░░░ ░░ ░░░░-░░░░░░░░ ░░░░░░░░. ░░░░░░░░░░ ░░░░░ ░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░. ░░░░ ░░░░░░░░░░ ░░░░░░░ ░░ ░░░░░░░. ░░░░░ ░░░░░░░░░░ ░░░░░ ░░░ ░░░░░░ ░░░░░░ ░░░░░░ ░░░░░░. ░░░░ ░░░, '░ ░░░'░ ░░░░ ░░░░ ░░'░ ░░░░ ░░░░ ░░░░░░░ ░░. ░░'░ ░░░░ ░ ░░░░-░░░░░.'
Head teacher
░░░░░ ░░░░, ░░░ ░░░░░░ ░░░░ ░░ (░░░░), ░░░ ░░░░░░░░░░ (░░░░░░░). ░░░░░░ ░░░░░░░ ░░ ░░░░ ░░ ░░░░░░░ ░░░░░ ░░-░░░░░░░░░ ░░░░ ░░░░░ ░░░░░░. ░░░░░░ ░░░░░░░░░ ░░░░░░░░ ░░ ░░░░░░░░░'░, ░░░░░░, ░░░░░░░ ░░ ░░░░░░ ░░░░░░░ ░░░░░, ░░░░ ░░░░░-░░ ░░░░░░░░. ░░░░ ░░░░ ░░░ ░░░░░░░░░░░░ ░░░░ ░░░░░░ ░░ ░░░░░ ░░░ ░░ ░░░░░. ░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░ ░░░░░░░░░ ░░░░░ ░░░ ░░░░░░░ ░░░░░░░ ░░░░░░░░ ░░░░ ░░░░░░' ░░░░░░░░. (░░░░░░ ░░░ ░░░░░, ░░░ ░░░ ░░░░ ░░░ ░ ░░░░ ░░'░ ░░░░░░░, ░░░░░░░░░ ░░░░ ░░░░░░░░ ░░░░ ░░░ ░░░░ – '░░░ ░░░░ ░░ ░░░░ ░░░░ ░ ░░░░░ ░░░░░░░░ ░░░░░░░░░░░ ░░░░ ░░░. ░░'░ ░░░░░░░░░.') ░░░ ░░░░░ ░░░ ░░░ ░░░░░░, ░░░░░ ░░░░ ░░░░░░░░░' ░░░░ ░░░░░░░, ░░░░░░░ ░░░░ ░░░░░░░░░ ░░ ░░░░ ░░░ ░░░░░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░░. ░░░ ░░░░ ░░░░░ ░░ ░░░░░ ░░░, '░░ ░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░ ░░ ░░░ ░░░░░░. ░░'░░ ░░░░ ░ ░░░░░░.'
Entrance
░░░ ░░░░░░ ░░░░ ░░░░ ░░░░░░ ░░░░ ░░░░░░░░░░░ ░░░░░░░░░░░░ ░░░░░░░░░░░ ░░░░░░░░ ░░ ░░░░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░░ ░░ ░░░░░░░░░░░░░, ░░░░░░░░░, ░░░░░░░░░░░ ░░ ░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░░░. ░░░░ ░░░░░░░░ ░░░░ ░░░░░░░ ░░ ░░░░ ░░░░░░░, ░░░░ ░░░░░░░ ░░░░░░ ░░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░ ░░░ ░░░ ░░░░░ ░░░░░░░░ ░░░░░-░░░░░░░░░ ░░░ ░░░░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░ ░░ ░░░░░░░░░░. ░░░░░ ░░ ░░░░░ ░░░░ ░░░░░ ░░░░░░ ░░░░░. ░░░░░░ ░░░ ░░░░░░ ░░░░ ░░░░ ░░ ░░░░ ░ ░░░ ░ ░░░░ ░░░░░░░░ ░░░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░░░.
Exit
░░░░░░ ░░░░░░░░ ░░ ░░░░ ░░░░░░░ ░░░ ░░░ ░░░░░ ░░░░░. ░░░░░░'░ ░░░░░░ ░░░ ░░ '░░ ░░░ ░░ ░░░░ ░░░ ░░░ ░░░░░░░░░░░ ░░░░ ░░░░░░ ░░ ░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░░░ ░░ ░░░░░░░ ░░ ░░░░░░░░ ░░ ░░░░ ░░/░░░ ░░░ ░░░░░░ ░░ ░░░░░░░░░░ ░░░░░░░░░.' ░░░░░░ ░░░░░░ ░░ ░░░░░ ░░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░░░░ ░░░░░░ ░░ ░░░░ ░░░ ░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░ ░░░ ░░░ ░░░░. ░░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░░░░░░░ ░░░░░░░ (░░░░ ░░░░░░░), ░░░░░░░░░░░'░ (░░░░░░░), ░░░░░░░░ (░░░░░░░░), ░░░░░░░░ ░░░░░ ░░ ░░░░░░ ░░░ ░░░░░░░ ░░░░ (░░░░.)
Special Education Needs Survey
SEN Statement
The aim and philosophy of the Unicorn School is to provide specialist education for dyslexic, dyspraxic and dyscalculic children and those with speech and language difficulties, from both the independent and mainstream sector, and to teach strategies and skills to enable them to return to mainstream education as soon as possible. All children must have an Educational Psychologist report prior to entrance.
Specialist teachers teach pupils in small classes of 5 to 10, with a daily half-hour of individual tuition. Educational and emotional needs are met on an individual basis as well as through a friendly atmosphere and community spirit. Parents are supported throughout the time they are associated with the school and helped to find supportive schools for their children to move on to.
Aug 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? | | All children must have Educational Psychologist report prior to entrance | |
| Please outline the screening programmes used by the school. | New Reading Analysis, Individual Rewading Analysis, Woodcock, Youngs, WRAT, Phonographixs, Diagnostic Reading Analysis | ||
| How many children with statements of need or equivalent do you have in the school? | 6 | ||
| Do you make special provision for exceptionally gifted children? | | ||
| Please outline what is on offer for such children | | Extra group weekly must also be dyslexic, dyspraxic or dyscalculic | |
| 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. | | Art therapy | |
| Specialist language centre | | Own speech and language therapist | |
| 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 | | Ground floor only : two classrooms and toilets and art room gym and library plus speech and lang and OT | |
| Provides outreach support? | | To local state schools free | |
| 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 | | ||
| Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent). | | 16 full time equivalent | |
| 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. | Oxford Certificate in Specific Learning Difficulties (7), Dip RSA (SpLD) (4), AMBDA Phonographix or Sound Steps (14) | ||
| Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment. | |||
The Unicorn School (Abingdon) Catchment Area Map
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