Bowden House School
- Bowden House School
- Head: Mr Aaron Sherwood
- T 01323 893138
- F 01323 492057
- E [email protected]…owerhamlets.sch.uk
- A state special school for boys aged from 9 to 18. Type of SEN provision: Attention Deficit Hyperactivity Disorders; Dyslexia; Mental health; SEMH - Social, Emotional and Mental Health.
- Boarding: Yes
- Local authority: Tower Hamlets
- Pupils: 37
- Religion: Does not apply
- Fees: £59, 950 + on site SALT, Therapeutic Counselling, CAMHSS
- Open days: LAs and parents welcome to visit by appointment throughout the school year
- 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 11th January 2018
- 2 Full inspection 9th July 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: Good on 14th March 2012
- Ofsted report: View the Ofsted report
What the school says...
Headteacher since September 2019 with a wealth of experience in mainstream and high end SEN having been the school's Deputy Head/Head of Education for 3 years and taken the school to 'Outstanding' in 3 successive Ofsted Inspections. The school now admits day students from neighbouring authorities
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
Bowden House has a 'whole school approach' to the development of our students' academic and social skills; preparing them for life as independent learners; the world of work and responsible and confident members of their communities. Our students are subjects of EHC plans but we will consider assessment placements. Classroom sizes are very small with a Lead Teacher and Assistant Teacher in each class where students have access to a broad and balanced curriculum including GCSEs; vocational courses through other awarding bodies and college linked courses from Year 10. We have a thriving post-16 unit which extends to full-time college placements; support from the school and access to independent living. We offer the support of a Student Wellbeing Intervention Team which provides on-site Speech & Language Therapy; Therapeutic Counselling; CAMHS; literacy intervention specialist and a Student & Family Co-ordinator who supports parents/carers. An experienced, committed Care Team complements the Education Team throughout the school day and into the evening activities. As part of their timetable, all students participate in Learning Outside the Classroom delivered by our Adventure Centre Team including annual camps; an annual ski-trip as well as using the local facilities of the South Downs National Park; the south coast and a range of sporting challenges
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder|
|Attention Deficit Hyperactivity Disorders||Y|
|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|
|SEMH - Social, Emotional and Mental Health||Y|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty|
|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