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What says..

The school uses the emblem of a rescued starfish to stress the preciousness of each individual. With high quality teaching, attention to detail in tailor-made timetables and careful social mixing, the school makes stars out of underachievers. The rate of...

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What the school says...

Calder House provides dyslexic children with a nurturing 'whole school' specialist teaching environment. It is suitable for children who are underachieving in mainstream schools because of a specific learning difficulty like dyslexia, dyspraxia or dyscalculia. Calder House has a proven track record of successful return to mainstream schools within three years and is a supporting member of the British Dyslexia Association and the Dyspraxia Foundation. It is fully registered with CReSTeD. Our amazing results year on year speak for themselves. ...Read more

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What The Good Schools Guide says

The school uses the emblem of a rescued starfish to stress the preciousness of each individual. With high quality teaching, attention to detail in tailor-made timetables and careful social mixing, the school makes stars out of underachievers. The rate of progress in the core skills is remarkable; only niggles were the lack of time for a wider curriculum.

Headmistress

Since September 2015, Mrs Karen Parsons, previously deputy head of the Royal High Junior School, Bath, where she was also head of maths. She was educated at Devonport High School for Girls and Oxford, where she read maths with computing, and pursued her passion for amateur dramatics and all things musical. These days she relaxes by singing with the Wiltshire Wailers and enjoys her book club, playing the piano, swimming, walking in the stunning Somerset countryside where she...

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Special Education Needs

Calder House School provides a 'whole school' learning environment for pupils who, in mainstream education, have been unable to achieve their full potential. Every child has an individual learning programme tailored to deliver the support required. Pupils access the full National Curriculum so that they will have missed nothing when they return to mainstream education. Our team of specialist teachers is augmented by our speech and language therapist and occupational therapist so that difficulties with for example working memory, handwriting and the like can be addressed by skilled professionals in collaboration with their specialist teaching colleagues. We have a maximum class size of 8 and a staff pupil ratio of 1:4 or better. Pupils are carefully timetabled for their 1:1 individual support sessions to ensure that class teaching is not missed. Our literacy and numeracy lessons are arranged so that pupils start from their current skill level irrespective of chronological age. Progress is kept under constant review. The multi-discipline collaborative teaching environment is demonstrably effective in promoting pupil progress. Above all we are a happy school, where children are encouraged to value themselves and trust their teachers. Our fees are all-inclusive. Our pupils are usually ready to return to mainstream within three years of joining us: and our leavers keep in touch to tell us of their successes - including first class degrees. 09-09

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia Y
Dyscalculia Y
Dysgraphia
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class Y
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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