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  • Bude Primary Academy - Infants
    Broadclose Hill
    EX23 8EA
  • Head: Mrs Vanessa Holt
  • T 01288 353798
  • F 01288 353 798
  • E [email protected]
  • W
  • A state school for boys and girls aged from 4 to 7.
  • Read about the best schools in Cornwall
  • Boarding: No
  • Local authority: Cornwall
  • Pupils: 150
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Requires improvement 1
      • Early years provision Good 1
      • Outcomes for children and learners Requires improvement 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 13th September 2022
  • Ofsted report: View the Ofsted report

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 goes where

Special Education Needs

Bude Infant School has around 200 children on roll each year. During our last Ofsted inspection it was noted that the provision for special educational needs was a strength of the school. The SENCO has undertaken courses to build upon and strengthen knowledge and understanding of this area. Each teacher is thoroughly aware of the school's stand on SEN through such documentation as the school's SEN and Gifted and Talented policies. It is the classroom practitioner's responsibility to identify those whom they feel have special educational needs of any type. This is achieved through classroom observation and on going assessment. Parental involvement is sought from the start. Parents are involved in all decisions regarding the provision for their child and copies of all the relevant paperwork are sent home. There is an open door policy in the school and parents are welcome to come in to discuss any issues they have or to raise any questions. Individual Education Plan targets are set by the child's class teacher and are reviewed termly but can be altered at any time if need be. We have a dedicated special needs teaching assistant, who may take individuals or groups of children out of class for intensive work or preparation. This is undertaken in a SEN dedicated classroom. She can also be used within the classroom setting, depending on what the teacher deems suitable. Additionally we have teaching assistants in the classrooms who can help the teacher address the needs of all children. Bude Infant school has a warm and friendly atmosphere and all children are valued and we have high expectations of all. Each child on the school's Record of Need is reviewed termly and their progress discussed with all the involved parties. We have had experiences of a wide range of special educational needs which has helped us to build on our good practice. There is constant communication between all members of staff regarding SEN. The school's main theory regarding SEN is that early identification is a must.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Attention Deficit Hyperactivity Disorders
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 Y
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability Y
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty Y
VI - Visual Impairment Y

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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