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‘Everyone quickly knows everyone,’ according to parents, and ‘any changes in behaviour are spotted and swiftly dealt with’. Pupils were markedly good-humoured and friendly during our visit, and parents say they are always impressed...

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2015 Good Schools Guide Awards

  • Best performance by Boys taking Geology at an English Grammar School (GCE AS level)

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School associations

State grammar school

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Special Education Needs

Every effort is made to arrange support which best meets the special needs of individuals within the school. Our Deputy Headteacher(Pastoral)and Special Educational Needs Coordinator (SENCo) work closely together and liaise carefully with outside agencies to ensure appropriate referrals and provision. Our very experienced SENCo is also a Dyslexia Specialist Support Teacher who works with individuals and helps teachers throughout the school with appropriate strategies. Nov 09.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Aspergers Syndrome [archived]
Attention Deficit Hyperactivity Disorders Y
Attention Deficit Hyperactivity Disorders [archived]
CReSTeD registered for Dyslexia
Delicate Medical Problems [archived]
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Epilepsy [archived]
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
Not Applicable
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
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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Catchment is based on actual school admissions September 2011 to August 2014. Data from the school year September 2014 to August 2015 is not yet available.

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