New College Worcester A GSG School
- New College Worcester
Whittington Road
Worcester
Worcestershire
WR5 2JX - Head: Rachel Perks
- T 01905 763933
- F 01905 763277
- E office@ncw.co.uk
- W www.ncw.co.uk/
- A special independent school for pupils aged from 11 to 19 who are blind or partially sighted
- Boarding: Yes
- Local authority: Worcestershire
- Pupils: 70; sixth formers: 32
- Religion: Non-denominational
- Fees: Paid for by LA
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Inadequate 1
- 16-19 study programmes Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Inadequate 1
- 1 Full inspection 27th April 2022
- Previous Ofsted grade: Good on 22nd October 2014
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Curriculum creatively adapted to take account of students’ reliance on touch and listening skills. In maths when teaching tessellations, they use cork boards with pins and elastic bands so they can feel it, make it and actually turn shapes around. In science the digestive system is explored through stuffed tights representing the intestines. As part of the Shakespeare for Schools festival, students performed As You Like It at the Belgrade Theatre in Coventry. Drama department encourages them to have a go, and if someone falls over, it’s acknowledged and worked into the plot ...
What the school says...
New College Worcester is a residential college for blind and partially sighted students aged 11-19. Every student recieves an individual programme of education, mobility and Independent Living Skills to support them in reaching their full potential, both in and outside the classroom.
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Sports
Rowing
Shooting
What The Good Schools Guide says
Principal
Since 2022, Rachel Perks. Previously Head Teacher for a residential special school for SEND in Worcestershire.
Entrance
Only suitable for students whose predominant need is visual impairment. Small proportion also have additional needs such as physical difficulties such as cerebral palsy, hearing impairments or autism. Trauma Informed Practitioner status means school can support mental health needs and trauma. Not suitable for those with complex learning needs or whose primary need is behavioural difficulties.
No waiting list. Students come from 48 local authorities in England and Wales and can start at any time throughout the year. Vast majority funded by LAs.
Sixth form entry dependent on having five GCSEs, including maths, English and other subjects relevant to their sixth form subject choices. BTECs also accepted. Those who are new to NCW...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
The College caters for students with a visual impairment, who are able to access the National Curriculum at levels 2-7 at Key Stage 3 and Entry level and GCSE courses at Key Stage 4. The College is able to support students who have additional needs, including hearing impairment, physical disability, Asperger's syndrome, autistic spectrum disorders and social and communication needs. In the Sixth Form most students are studying for a wide range of AS/A2 subjects, with many going on to Higher Education. We also offer a very flexible curriculum which could include GCSE's, ASDAN and Numeracy and Literacy courses. All students have Mobility training, Independent Living skills training and ICT support as appropriate. The College also offers a very wide range of extra-curricular activities, including music, sport and drama.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | |
| Aspergers | |
| Attention Deficit Hyperactivity Disorders | |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | |
| Dysgraphia | |
| Dyslexia | |
| Dyspraxia | |
| English as an additional language (EAL) | |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | |
| Hospital School | |
| Mental health | |
| MLD - Moderate Learning Difficulty | |
| MSI - Multi-Sensory Impairment | |
| Natspec Specialist Colleges | Y |
| OTH - Other Difficulty/Disability | |
| Other SpLD - Specific Learning Difficulty | |
| PD - Physical Disability | |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | |
| Special facilities for Visually Impaired | Y |
| SpLD - Specific Learning Difficulty | |
| VI - Visual Impairment | Y |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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