Abbey Hill School and Performing Arts College
- Abbey Hill School and Performing Arts College
- Head: Mr Ricky Porter
- T 01782 882882
- F 01782 234729
- E [email protected]
- W www.abbeyhillschool.co.uk
- A state special school for boys and girls aged from 3 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; MLD - Moderate Learning Difficulty; SLCN - Speech, Language and Communication; SpLD - Specific Learning Difficulty.
- Boarding: No
- Local authority: Stoke-on-Trent
- Pupils: 272
- Religion: Does not apply
- Latest Overall effectiveness Good 1
- Effectiveness of leadership and management Good 2
- 1 Short inspection 15th May 2018
- 2 Full inspection 4th February 2014
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Previous Ofsted grade: Outstanding on 15th June 2010
- Ofsted report: View the Ofsted report
What the school says...
School caters for students with moderate global learning difficulties but specialising in autism/asd. Students usually have speech & language needs, minor sensory or physical needs, emotional and or behavioural needs. In addition the assessment nursery and reception classes can cater for children with a wide range of needs (these children may move to an appropriate school between the ages of 5 & 7). ...Read more
This is not currently a GSG-reviewed school.
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Performing arts specialist school
Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
School caters for students with moderate global learning difficulties but specialising in autism/asd. Students usually have associated needs such as speech and language needs, minor sensory or physical needs, emotional and or behavioural needs. In addition the assessment nursery and reception classes can cater for children with a wider range of needs (these children may move to an appropriate school between the ages of 5 and 7).
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Attention Deficit Hyperactivity Disorders|
|CReSTeD registered for Dyslexia|
|English as an additional language (EAL)|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty||Y|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|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||Y|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty||Y|
|VI - Visual Impairment|
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
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:
sometimes, but not in this year
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