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  • Bedelsford School
    Grange Road
    Kingston upon Thames
    Surrey
    KT1 2QZ
  • Head: Mrs Julia James
  • T 020 8546 9838
  • F 020 8296 9238
  • E [email protected]
  • W www.bedelsford…kingston.sch.uk
  • A state special school for boys and girls aged from 2 to 19. Type of SEN provision: MLD - Moderate Learning Difficulty; MSI - Multi-Sensory Impairment; OTH - Other Difficulty/Disability; PD - Physical Disability; PMLD - Profound and Multiple Learning Difficulty; SLD - Severe Learning Difficulty.
  • Boarding: No
  • Local authority: Kingston-Upon-Thames
  • Pupils: 88
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 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 23rd February 2016
    • 2 Full inspection 26th September 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: Outstanding on 11th February 2010
  • Ofsted report: View the Ofsted report

What the parents say...

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

Bedelsford School aims to provide a challenging environment for pupils who have a range of physical disabilities and medical conditions with associated learning difficulties. The school has experience of a wide range of genetic disorders including Rhetts Syndrome. There are unique and high quality learning experiences for pupils and we aim for excellence in provision and achievement across the Early Years, and four Key Stages. Staffing reflects the needs of nursery, primary and secondary phases. The school has adaptations and specialist equipment, which help provide the means to develop potential skills and independence for living. This is achieved through a close working relationship involving pupils, parents, governors, education and health care staff and other specialists. All parts of the school are accessible for the disabled and include general classrooms and specialist rooms for sensory experiences, resources, food technology, art/DT and science, ICT, therapies, medical room, dining, soft play and secondary common room. There is also a hydrotherapy pool, sensory garden and outside recreational areas for primary and secondary pupils.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
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 Y
MSI - Multi-Sensory Impairment Y
Natspec Specialist Colleges
OTH - Other Difficulty/Disability Y
Other SpLD - Specific Learning Difficulty
PD - Physical Disability Y
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

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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

Further reading

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:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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