Amwell View School
- Amwell View School
- Head: Mrs J S Liversage
- T 01920 870027
- F 01920 871664
- E [email protected]
- W www.amwell.herts.sch.uk
- A state special school for boys and girls aged from 2 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; PMLD - Profound and Multiple Learning Difficulty; SLD - Severe Learning Difficulty.
- Boarding: No
- Local authority: Hertfordshire
- Pupils: 141
- Religion: Does not apply
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Outstanding 2
- Early years provision Outstanding 2
- Outcomes for children and learners Outstanding 2
- Quality of teaching, learning and assessment Outstanding 2
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 13th September 2018
- 2 Full inspection 26th September 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 25th February 2010
- Ofsted report: View the Ofsted report
What the parents say...
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Overall school performance (for comparison or review only)
Special Education Needs
The education provided at Amwell View is available from the age of 2 years through to 19 years. We are very fortunate to see the majority of pupils develop through the opportunities made available to them, according to their individual needs. The school has many valuable resources established over the years to enable pupils to gain experience, knowledge and understanding of the world in which they live. A multi-disciplinary approach is achieved with the provision of a physiotherapist, speech and language therapist, music therapist and school nurse. Additional advice is also available from the Advisory Teacher Team, Social Services, Occupational Therapist, Senior Medical Officer and Careers Service. Together we aim to give the best quality education and support for the pupils and their families who attend Amwell View. The age range (2-19 years) of the school means it is possible to plan a long-term programme suited to each pupil. This continuity is important yet at the same time the pupils experience calculated change as they progress from one class to another and meet different members of staff. Pupils are placed in the most appropriate class, which can cater for their own particular special needs giving due regard to the individual's age. Specialist provision has been made to cater for pupils with autism and severe language and communication difficulties. A number of classes are able to include non-ambulant pupils, however a separate class is well established to provide appropriate educational for a discrete group of pupils with Profound and Multiple Learning Difficulties (PMLD) who have more complex needs. The staffing ratio in each class varies and takes into account the individual needs of each pupil in the class. Progression from class to class is not dependent upon chronological age but account is taken of developmental age, physical needs, and the pupil's abilities.
|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|
|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||Y|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty||Y|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|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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