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  • Hayesfield
    Upper Oldfield Park
    Bath and North East Somerset
    BA2 3LA
  • Head: Miss Emma Yates
  • T 01225 426151
  • F 01225 427005
  • E
  • W
  • A mainstream state school for girls aged from 11 to 18
  • Boarding: No
  • Local authority: Bath and North East Somerset
  • Pupils: 1175
  • Religion: Non-denominational
  • Open days: September, October and November
  • Review: View The Good Schools Guide Review
  • Current Ofsted grade: Good on 4th December 2013
  • Previous Ofsted grade: Outstanding on 2nd November 2009
  • Ofsted report: View the Ofsted report

What says..

It is the simply fabulous Nucleus, a new science centre, which must be the envy of schools up and down the land. Eye-catching design which included student contributions, serious green credentials and extreme functionality (we loved the write-on walls, also...

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What the school says...

Converted to an academy 2011.

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Other features

Choir school - substantial scholarships and bursaries usually available for choristers.


Unusual sports

Equestrian centre or equestrian team - school has own equestrian centre or an equestrian team.


What The Good Schools Guide says

It is the simply fabulous Nucleus, a new science centre, which must be the envy of schools up and down the land. Eye-catching design which included student contributions, serious green credentials and extreme functionality (we loved the write-on walls, also in the refurbished maths rooms, with their formulae-in-progress as well as more permanent aperçus, and the witty and efficacious use of hay as an insulating material in the walls) mean it is far more than a pretty face.


Since 2014, Miss Emma Yates (early 40s) B Eng (Sheffield). She came to Hayesfield by means of unswerving resolve – ‘I knew from the age of 7 that I wanted to be a teacher’ - and a swift ascent up the rungs of science teaching and preparatory stages of headship, her last post being at highly regarded Backwell...

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Special Education Needs

The Learning Support Faculty is a flexible, whole school resource, which responds to needs as they arise. The principle aim of the Faculty is to ensure that the particular special needs of individual students are met, through positive use of all the resources available at the school. The Faculty consists of the SENCo who is the Head of Learning Support, two part-time specialist teachers for dyslexia, two part-time HLTAs, one full-time teaching assistant with BSL and six part-time teaching assistants. We currently have 155 students on the SEN register, nine of these have statements/EHCPs. Hayesfield has a strong tradition of integration and support across the curriculum for pupils with individual SEN. We aim to create a warm, supportive environment in which each student’s confidence and self-esteem can grow and develop resilience, and where each individual feels valued. Our vision for students with SEN : • That they achieve well at school and in further education • Become independent learners with the desires and skills necessary for life-long learning • Make a good transition to adulthood • Lead contented and fulfilled lives. From the start of Year 7 a continuum of support is provided at all levels, based on the following information: • Knowledge and information received by the Head of Faculty and the Head of Year 7, during transition meetings from KS2 to KS3. • KS2 SATS levels received August/Sept • Accelerated Reader Reading Test and Blackwell Spelling Test • NFER Cognitive Abilities Tests (CATS) taken mid-September Many students are aware of their difficulties and are anxious for support. Some students self refer; others are referred by staff or parents. Students are encouraged to discuss their learning and/or behaviour difficulties with support staff. They are helped to understand their needs; how they can improve their skills; to develop coping strategies; and to recognise progress. The SENCo monitors the progress of children with special educational needs using appropriate assessment data. This includes analysis of pupil tracking data, IEP reviews and standardised test results in addition to information from subject teachers, TAs, parents and reports from outside agencies. Provision is then amended to reflect the student’s needs if the expected progress is not made. There is excellent liaison with outside agencies, including educational psychologists, the Sensory Impairment Support Service, speech & language therapy service, Fosseway ASD outreach, and various health services. The Faculty considers parents to be of paramount importance in helping their children to make progress towards independence. We form close links with parents, to work in partnership for the benefit of the student. Workshops are run to inform parents about the interventions we are using and to help them support their student. Parents are regularly invited to school to discuss their child’s progress or to review plans. Parents are always welcome to contact the SENCo about any concerns.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
Dyscalculia Y
Dysgraphia Y
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL)
Genetic Y
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment Y
Hospital School
Mental health
MLD - Moderate Learning Difficulty Y
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
Not Applicable
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty Y
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication Y
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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