Acorns Primary School
- Acorns Primary School
- Head: Mrs Gail Beaton
- T 01772 792681
- F 01772 654940
- E [email protected]
- W www.acorns.lancs.sch.uk
- A state special school for boys and girls aged from 2 to 11. Type of SEN provision: ASD - Autistic Spectrum Disorder; HI - Hearing Impairment; SLCN - Speech, Language and Communication; VI - Visual Impairment.
- Boarding: No
- Local authority: Lancashire
- Pupils: 74
- Religion: Does not apply
- Latest Overall effectiveness Good 1
- Outcomes for children and learners Good 2
- Quality of teaching, learning and assessment Good 2
- Effectiveness of leadership and management Good 2
- 1 Short inspection 8th November 2017
- 2 Full inspection 21st November 2012
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: Good on 21st January 2010
- Ofsted report: View the Ofsted report
What the school says...
New school opened Sept 2008. Replaced Elms School and Sherburn School. A special school catering for children with a range of difficulties including physical difficulties and / or moderate, severe or profound and multiple learning difficulties.
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Overall school performance (for comparison or review only)
Special Education Needs
Elms is an all age school for children who have severe learning difficulties. Teaching and learning are focused upon developing each child's understanding and abilities and enhancing his or her oportunities to be successful within their immediate environment and the wider community. We pride ourselves in offering an approporiate blend between meeting individual needs through detailed teaching of programmes of study at levels appropriate to each pupil's age and abilities using a variety of teaching strategies/approaches to reflect each child's needs and the statutory requirements for the National Curriculum. Elms is a school where people are highly valued and prominence is placed on the consistent development of an individual's strengths.
|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||Y|
|MLD - Moderate Learning Difficulty|
|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|
|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
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