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  • Bradstow School
    34 Dumpton Park Drive
    Broadstairs
    Kent
    CT10 1BY
  • Head: Mrs Sarah Dunn
  • T 01843 862123
  • F 01843 866648
  • E [email protected]
  • W www.bradstow.w…ndsworth.sch.uk
  • A state special school for boys and girls aged from 5 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; SEMH - Social, Emotional and Mental Health; SLD - Severe Learning Difficulty.
  • Boarding: Yes
  • Local authority: Wandsworth
  • Pupils: 60
  • 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 January 2018
    • 2 Full inspection 27th February 2013

    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 18th March 2009
  • Ofsted report: View the Ofsted report

What the school says...

School caters for students who are severely disabled with autism and many have challenging behaviour.

This is not currently a GSG-reviewed school.

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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

Bradstow School caters for students who are severely disabled with autism and many have challenging behaviour and severe learning difficulties. In 2002, the DfES recognised the school as a Regional Resource for children with Autistic Spectrum Disorders and challenging behaviour. The school has developed radical approaches to the education, support and management of pupils with challenging behaviour and ASD, that involve ensuring the environment for learning presented to the child is non-threatening and accessible to them at their own level. This approach has been recognised by Ofsted (July 05) as being highly successful, and they report that "Pupils make remarkable progress in the way they overcome communication and social difficulties and so become able to learn." They go on to say that "There are many instances of remarkable change for pupils and students whose severely challenging behaviour meant that other special schools could not accommodate them." This progress was re-enforced by the parents who are reported to be "very pleased with the school and feel very strongly that their children have been able to succeed and learn to communicate and be more sociable than ever before."

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
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
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 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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