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  • Bridgemary School
    Wych Lane
    PO13 0JN
  • Head: Fiona Calderbank
  • T 01329 319966
  • F 01329 512660
  • E [email protected]
  • W
  • A state school for boys and girls aged from 11 to 16.
  • Boarding: No
  • Local authority: Hampshire
  • Pupils: 570
  • Religion: None
  • Open days: TBC for October 2016
  • Ofsted:
    • Latest Overall effectiveness Requires improvement 1
      • Outcomes for children and learners Requires improvement 1
      • Quality of teaching, learning and assessment Requires improvement 1
      • Personal development, behaviour and welfare Requires improvement 1
      • Effectiveness of leadership and management Requires improvement 1
    • 1 Full inspection 25th February 2020
  • Previous Ofsted grade: Good on 3rd February 2016
  • Ofsted report: View the Ofsted report

What the school says...

Bridgemary School is a smaller-than-average secondary academy.
The proportion of pupils who have special educational needs or disability is above average.
The majority of pupils are of White British heritage.
The proportion of pupils known to be eligible for the pupil premium is above average.
The proportion of pupils whose first language is either not English or is believed not to be English is below average. ...Read more

This is not currently a GSG-reviewed school.

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Please note: 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

All staff have a responsibility to ensure that every student has an equal opportunity to achieve their full potential. Specific support is coordinated by the Director of Inclusion. The SEND team work collaboratively with departments in order to devise strategies and appropriate methods to enable access to the curriculum. A cycle of observation, feedback and sharing of good practice is also in place. Staff can also access information on a wide range of SEND issues such as cognition and learning, social interaction, social emotional and mental health and physical disability needs through the individual mapping programme. Curriculum support for students with SEND includes: individual student’s needs being identified, assessed and monitored; effective communication of the needs of individual students to all staff; an appropriate curriculum being delivered through the provision of suitable teaching materials, differentiated teaching strategies, supportive learning environments and a focus on developing a positive self- image; involvement of outside agencies where necessary and appropriate; ensuring that parents are fully involved and aware of the provision made for their child/young person; students with SEND encouraged to actively participate in all decision making processes - they contribute to the assessment of their needs and attend all meetings; and regular reporting of SEND issues to the leadership team/school governors to raise awareness and ensure the effective implementation of processes and procedures. Provision from within the school’s resources is identified to help meet the student’s needs such as: identifying appropriate teaching groups/ sets; additional learning programmes for literacy/ speech and language and communication needs/ social skills / numeracy; smaller group sessions; mentoring/keyworker.

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:

most years
quite often
sometimes, but not in this year

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