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Treloar College
Treloar College Where to pupils come from and Go to
Treloar College A Level, GCSE Exam Results, Tables and Graphs
Treloar College KS2, GCSE, Alevel Results and Performance
Ofsted report, English Baccalaurate, value Added
Treloar College University Leavers Data
Holybourne
Alton
Hampshire
GU34 4EN
Treloar College
Treloar College, Alton is a special independent school for boys and girls aged from 16 to 25. Takes boarders.
Good Schools Guide Review Snapshot
Happening and humane. Equal opps means something when it cuts both ways – we met one student on the office skills course about to move on to a job and into an adapted flat with his girlfriend; and we heard of another discovered the night before akimbo in his wheelchair, the worse for a drop of vodka. Decidedly adult atmosphere pervades-markedly different from... Read More
School Self Portrait
Treloar College provides specialist education, care and independence training for disabled young people from all over the UK, and overseas. Treloar College is a National Specialist College and the first to be awarded DfES Beacon Status. Treloar College offers courses from Entry Level to Level 3 (A level and equivalent); this wide academic spread is a significant strength as many young people come to... Read More
The Good Schools Guide Review of Treloar College, Alton, GU34 4EN
Our View
░░░░░░░░░ ░░░ ░░░░░░. ░░░░░░░░ ░░░░░ ░░░░ ░░ ░░░░░░░░ ░░░ ░░░░░░░, ░░░░░ ░░ ░░ ░░░░░░ ░░ ░░░░'░ ░░░░░░░░░, ░░░░░░░░ ░░ ░░░ ░░ ░░░░ ░░ ░░░░░░░░░░░░░ ░░░░░░ ░░░, ░░ ░░░ ░░ ░░░░ ░░░░░░░░, '░░░░░░░░░░ ░░ ░░░░░░░░ ░░░░'.
Principal
░░░░░ ░░░░░ ░░░░, ░░ ░░░░░░ ░░░░░░░, ░░░░░░░░ ░░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░░░░░░░ ░░ ░░░ ░░░░░░░░ ░░░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░ ░░░░░░░░.
Academic Matters
░░░░░░░░░░░░ ░░░░░░░░░, ░░░░░░░░░░░░ ░░░░░░░. ░░░░░░░░ ░░░. ░░░░░ ░░░░░ ░░░ ░░░░░. ░░░░░░ ░░░ ░░░░ ░░░ ░░░░ ░░░ ░░░░░░░░░░░ ░░░░░░ ░░░░░░ ░░░ ░░░. ░░░░░░░░, ░░░░░░░░░░, ░░░░░ ░░░ ░░░-░░░░░ ░░░░░░░ - ░░░░░░░░ ░░ ░░░░ - ░░░ ░░░░ ░░/░░ ░░░░░░ ░░ ░░░░░░. ░░░░ ░░ ░░░░░ ░░░░░ ░░░ ░░░░, ░░░░ ░░░░ ░░░░░░░░░ ░░░░ ░░░░░░░░░, ░░░░ ░░░░ ░░░░░░. ░░░░░ ░░░░ ░░░░ ░░ ░░ ░░░░░ ░░░░░░░ ░░ ░░ ░░░, ░░░░ ░░░░░ ░░░ ░░ ░░░ ░░░░░░. ░░░░░'░ ░░░░░░ ░░░░░ ░░ ░░░░ ░░░░░░░ ░░░░ - '░░ ░░░ ░ ░░░░░░░ ░░░░ ░░ ░░░ ░░░░░░' - ░░ ░░░░░'░ ░░░░ ░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░░ ░░░░░░░░ ░░░░ ░░░░░ ░░░ ░░░░░. ░░░░░░ ░░ ░░░░░░░░ ░░ ░░/░░ ░░░░░░ ░░░ ░░ ░░ ░░░░░░ ░░░░░ ░░░░░░░ - ░░░ ░░ ░░░ ░░░░-░░░░░░░░░ ░░ ░░░░░ ░░ ░░░ ░░. ░░░░░'░ ░ ░░+ ░░░░ ░░░░░░░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░░░░░░░░ ░░ ░░░░░░░░. ░░ ░░░░░ ░░ ░░░ ░░░░░░░░░░░░, ░░░. ░░░ ░░░░░ ░░░░░░░░░ ░░ ░░░░░░░░░ ░░░░░ ░░ ░░░ ░░░░░░░░░░░░. ░░░░░'░ ░░░░░░ ░░░░░░░░░ ░░░, ░░░ ░░░░░ ░░░ ░░░░ ░░ ░░░░░░░, ░░░░ ░░░░░░░ ░░░░ ░░░ ░░░ ░░░░░ ░░░ ░░░░ ░░░░ ░░░░░ ░░░░░ ░░░░ ░░ ░░░░ ░░░ ░░░░ ░░ ░░░ ░░░ ░░░░░. ░░░'░ ░░░░░ ░░░░░░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░, ░░░░░░ ░░ ░░░ ░░░░░░, ░░░░░░░░ ░░ ░░░░░░░? ░░ ░░░░░ ░░░. '░░ ░░░ ░░░ ░░░░ ░░ ░░░░ ░░░░░░,' ░░░░ ░░░ ░░░░ ░░░ ░░░░░. ░░░░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░ ░░░░░░░░░░░░, ░░ ░░░ ░░░░░ ░░ ░░░░░░░ ░░░ ░░ ░░░░░░░░.
Academic Matters
░░░░░░░░░░░░ ░░░░░░░░░, ░░░░░░░░░░░░ ░░░░░░░. ░░░░░░░░ ░░░. ░░░░░ ░░░░░ ░░░ ░░░░░. ░░░░░░ ░░░ ░░░░ ░░░ ░░░░ ░░░ ░░░░░░░░░░░ ░░░░░░ ░░░░░░ ░░░ ░░░. ░░░░░░░░, ░░░░░░░░░░, ░░░░░ ░░░ ░░░-░░░░░ ░░░░░░░ - ░░░░░░░░ ░░ ░░░░ - ░░░ ░░░░ ░░/░░ ░░░░░░ ░░ ░░░░░░. ░░░░ ░░ ░░░░░ ░░░░░ ░░░ ░░░░, ░░░░ ░░░░ ░░░░░░░░░ ░░░░ ░░░░░░░░░, ░░░░ ░░░░ ░░░░░░. ░░░░░ ░░░░ ░░░░ ░░ ░░ ░░░░░ ░░░░░░░ ░░ ░░ ░░░, ░░░░ ░░░░░ ░░░ ░░ ░░░ ░░░░░░. ░░░░░'░ ░░░░░░ ░░░░░ ░░ ░░░░ ░░░░░░░ ░░░░ - '░░ ░░░ ░ ░░░░░░░ ░░░░ ░░ ░░░ ░░░░░░' - ░░ ░░░░░'░ ░░░░ ░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░░ ░░░░░░░░ ░░░░ ░░░░░ ░░░ ░░░░░. ░░░░░░ ░░ ░░░░░░░░ ░░ ░░/░░ ░░░░░░ ░░░ ░░ ░░ ░░░░░░ ░░░░░ ░░░░░░░ - ░░░ ░░ ░░░ ░░░░-░░░░░░░░░ ░░ ░░░░░ ░░ ░░░ ░░. ░░░░░'░ ░ ░░+ ░░░░ ░░░░░░░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░░░░░░░░ ░░ ░░░░░░░░. ░░ ░░░░░ ░░ ░░░ ░░░░░░░░░░░░, ░░░. ░░░ ░░░░░ ░░░░░░░░░ ░░ ░░░░░░░░░ ░░░░░ ░░ ░░░ ░░░░░░░░░░░░. ░░░░░'░ ░░░░░░ ░░░░░░░░░ ░░░, ░░░ ░░░░░ ░░░ ░░░░ ░░ ░░░░░░░, ░░░░ ░░░░░░░ ░░░░ ░░░ ░░░ ░░░░░ ░░░ ░░░░ ░░░░ ░░░░░ ░░░░░ ░░░░ ░░ ░░░░ ░░░ ░░░░ ░░ ░░░ ░░░ ░░░░░. ░░░'░ ░░░░░ ░░░░░░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░, ░░░░░░ ░░ ░░░ ░░░░░░, ░░░░░░░░ ░░ ░░░░░░░? ░░ ░░░░░ ░░░. '░░ ░░░ ░░░ ░░░░ ░░ ░░░░ ░░░░░░,' ░░░░ ░░░ ░░░░ ░░░ ░░░░░. ░░░░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░ ░░░░░░░░░░░░, ░░ ░░░ ░░░░░ ░░ ░░░░░░░ ░░░ ░░ ░░░░░░░░.
Background and Atmosphere
░░░░░░░░ ░░░░░░. ░░░░░░░░░ ░░░░░ ░░░░░░░░░░ ░░░░░░░░ – ░░░░░░░░ ░░░░░░░░░ ░░░░ ░░░░░░░ ░░░░░░. ░░░░ ░░░░░ ░░ ░░░░░░░░░ ░░░░ ░░░░░░ ░░ ░░░░░░ ░░░░░ ░░░░ ░░░░░░░░░░░ ░░░░░░░. ░░░░, ░░░░ ░░ ░░ ░░░░░░░░, ░░░░░░ ░░ ░░░░░░░ ░░░░░ ░░ ░░░░░. ░░░░ ░░ ░ ░░░░░ ░░░░░, '░░░░░░░░ ░░░░░ ░░ ░░░░░░░░░ ░░░░░ ░░░░ ░░░ ░░░░░░░░░ ░░ ░░░░░░░░░░░ – ░░░░░░░░░░ ░░░░░ ░░░ ░░░ ░░░ ░░ ░░░░ ░░░░░ ░░░ ░░░░░░ ░░ ░░░░░░░░░'. ░░░░░░░ ░░░ ░░░░░ ░░░░░ ░░░░░ ░░ ░░░ ░░░░░░░, ░░░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░, ░░░░░░░░ ░░ ░░░░░░-░░-░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░. ░░░░░ ░░░░ ░░░░░ ░░░░░░░░░ ░░░░ ░░ ░░░░ ░░░░ ░░░░ – ░░ ░░░ ░░░ ░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░ ░░░░░░ ░░░░░ ░░ ░░░░ ░░ ░░ ░ ░░░ ░░░ ░░░░ ░░ ░░░░░░░ ░░░░ ░░░░ ░░░ ░░░░░░░░░░; ░░░ ░░ ░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░ ░░ ░░░ ░░░░░░░░░░, ░░░ ░░░░░ ░░░ ░ ░░░░ ░░ ░░░░░. ░░░░ ░░░░░░ ░░░░░░░░░░ ░░░░░░ ░░░'░░ ░░░ ░░░░░ ░░ ░░░░ ░░░░░░░░░░. ░░░░░░░░ ░░░ ░░ ░░ ░░░░ ░░ ░░ – ░░░░░ '░░ ░░░░ ░░ ░░ ░░░░ ░░░░░ ░░░░ ░░░'. ░░░░░░░░░░ ░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░░░░░░░░░░, ░░ ░░░░░'░ ░░░░░░░░ ░░ ░░░░░, ░ ░░░░░ ░░░░░ ░░░ ░░░░░░ ░░░░░░░ ░░ ░░░░░ ░░░ ░░░░ ░░░░░░░░░░ ░░░░░░. ░░░ ░░░ ░░░░ ░░░ ░░░░░░░ – '░░░░'░░ ░░ ░░░ ░░░ ░░ ░░░░ – ░░░ ░░░░░░░.' ░░░░░ ░░░ ░░░ ░░ ░░░░░░░ ░░░░░░ ░░ ░░ ░░░ ░░░░ ░░░░░, ░░░ ░░'░ ░░░ ░ ░░░ ░░░░░░░░░. ░░░ ░░░░░'░ ░░░░░░░ ░░░░░░░░ ░░░░░ ░░░ ░░░░ ░░░░░░░░░; ░░░░ ░░░░░ ░░░ ░░░░░░░░░░░░. ░░░░-░░░░░░░░░ ░░░░░ ░░░░░░ ░░░░░ ░░░░ ░░░░░░░░ ░░ ░░░░░░░░ ░░░░░░ ░░░░░.
Pupils and Parents
░░░░░░░ ░░░░░░ ░░░░░░░░ ░░░ ░░░░░░ ░ ░░░░░ ░░ ░░░ ░░░░░░, ░░░ ░░░░ ░░░░ ░░░░ ░░░░░░░░░░ ░░ ░░░░░ ░░░░░░░░░░ ░░░░░░░ ░░░ ░░░ ░░░ ░░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░ ░░░░ ░░░ ░░░░░░░░ ░░░░░░░ – ░░, ░░░░░░, ░░░░░, ░░░░░ ░░ ░░░ ░░░░░░ ░░ ░░ ░░░ ░░░░░.
Entrance
░░░░░░░░░░ ░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░░ ░░░░ ░░░░░ ░░░░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░░ ░░░░ ░░░░░ ░░░░ ░░ ░░░░░░░ ░░░░░░░.
Exit
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Money Matters
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Special Education Needs Survey
SEN Statement
Treloar College is a national specialist college for young people age 16-25 who have physical disabilities. Many also have a degree of learning difficulty or a sensory or communication impairment. The college's curriculum extends from pre-entry level through entry level, vocational Further Education awards to GCE AS and A2s. Equal emphasis is given to developing independence and self-advocacy, in preparation for adult life. The college has a health centre and therapy departments, and can support students with life-limiting disabilities such as muscular dystrophy and ataxias.
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? | | ||
| Please outline the screening programmes used by the school. | Extensive diagnostic multi-disciplinary assessment. | ||
| How many children with statements of need or equivalent do you have in the school? | Since we are a further education college, this is not relevant. | ||
| 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. | |||
| 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? | | Beacon status specialist college of FE. | |
| Good wheelchair access | | ||
| Provides outreach support? | | Multidisciplinary assessments for physically disabled students wishing to study in mainstream colleges. | |
| Receives outreach support? | |||
| Do children with SEN participate fully in sport and other extracurricular activities? | | All our activities are open to all students. Each year students from the Entry and Pre- entry groups attend a week long adventure study trip; students participate regularly in regional, national and international sporting competition. | |
| 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). | | ||
| 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. | All staff are experienced in working with young people with physical disabilities. | ||
| Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment. | All staff are experienced in working with young people with physical disabilities. The college has an extensive training programme including NVQs for all support staff. | ||
School Features
Curricula
GCSE - standard English curriculum
A level - standard English curriculum
SEN Specialist Schools
Sensory and/or Physical
Treloar College Catchment Area Map
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