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  • Brooke School
    Overslade Lane
    Rugby
    Warwickshire
    CV22 6DY
  • Head: Mr Chris Pollitt
  • T 01788 812324
  • F 01788 522866
  • E [email protected]
  • W www.brookeschool.co.uk
  • A state special school for pupils from 2 to 19 with autism, physical disabilities, medical needs and learning difficulties.
  • Boarding: No
  • Local authority: Warwickshire
  • Pupils: 203; sixth formers: 35
  • Religion: Does not apply
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 24th October 2013
  • Previous Ofsted grade: Good on 19th January 2011
  • Ofsted report: View the Ofsted report

What says..

One dad said that his 14-year-old son benefits greatly from forest school. ‘He’s just that little bit more free to express himself and it’s tactile. It ticks so many boxes at once - yes, he might be learning, but it’s also covering sensory issues and being outdoors, which he absolutely loves.’ Recent national champions at the annual Special School Games included all three of Brooke’s cheerleading teams across primary, secondary and post-16. In gymnastics, one former and one current student also became national champions....

 

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What the school says...

At Brooke School

'We believe, we can do it!'

Brooke School is a broad spectrum special school for children from the ages of 2-19. We cater for a range of individual needs such as autism, physical, sensory, emotional and communication needs.

Our core focus is to ensure that the time of our children, in school, is spectacular. we do this by ensuring a detailed and highly bespoke provision for all our children that supports them to overcome barriers to learning and inspire them to rapidly learn new skills. ...Read more

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Sports

Unusual sports

What The Good Schools Guide says

Head

Since 2012, Chris Pollitt. Organised and efficient, he arrived promptly for our appointment, well prepared with facts, figures and a neat pile of printed emails. We are shown into the senior management’s communal office. Short of space, he decided on this collegiate approach, having decided that the individual offices could be better used for quality interventions with the children.

Married to Kelly. ‘She is a teacher as well, so she understands what it’s like to work in schools and that makes a big difference,’ he says. She used to work at Brooke, still occasionally does supply. He says his family is his hobby and he particularly enjoys watching rugby with his two teenage daughters.

Warwick graduate. Started teaching in 1998 in inner city Manchester. Worked his...

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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

Brooke school is a community special school for children from two to 19 years who have a range of special educational needs including severe, moderate or complex learning difficulties. All pupils have a statement of special educational needs or EHC Plan. At Brooke we believe that a child's time at school should be spectacular and memorable. We believe in making every single moment count. For Brooke it is about helping children to achieve a better life today, not just for when they are older, or by the time they leave school. At Brooke we aim to ensure that our children have 'bags of confidence and self belief' so they can face the challenges that life brings and overcome the barriers that could prevent a wonderful life. By providing the child with a wide, varied and exciting education we empower them to be confident. School should be about narrowing the gap between education and the real world, and that is what Brooke does. At Brooke School "We believe, we can do it!"

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia Y
Dyspraxia
English as an additional language (EAL) Y
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment Y
Hospital School
Mental health Y
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 Y
SLCN - Speech, Language and Communication Y
SLD - Severe Learning Difficulty Y
Special facilities for Visually Impaired Y
SpLD - Specific Learning Difficulty Y
VI - Visual Impairment Y

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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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