Canon Slade CofE School A GSG School
- Canon Slade CofE School
Bradshaw Brow
Bolton
Lancashire
BL2 3BP - Head: Mrs Karen Sudworth
- T 01204 333343
- F 01204 333340
- E [email protected]
- W www.canon-slad….bolton.sch.uk/
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Bolton
- Pupils: 1,695; sixth formers: 350
- Religion: Church of England
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Outcomes for children and learners Outstanding 1
- Quality of teaching, learning and assessment Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 13th December 2012
- Previous Ofsted grade: Good on 11th January 2008
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Founded in 1855 by Canon James Slade for 'classical and moral instruction in conformity with the principles of the Church of England'. A life-size oil still oversees the hall and the annual Founder's Day service commemorating his death is much loved by all. Ambitious gifted and talented programme. Target setting through all years – 'You've got to be prepared to work hard here,' say pupils, 'but they don't leave anyone behind; everyone's encouraged to do their best'. Drama and dance studios with full length mirrored walls, state-of-the-art sound recording studio with full time technician...
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What The Good Schools Guide says
Acting head teacher
Since October 2019, Karen Sudworth. Has worked in education for over 30 years, the last 14 in senior leadership. She is a practising Christian and is an active member of Christ Church, Walmsley.
Academic matters
Intake from the whole ability range and results generally consistently well above average - 83 per cent per cent got 9-4 in both maths and English at GCSE in 2019. At A level, 24 per cent A*/B and 49 per cent A*/A.
Performing arts particularly strong, reflecting specialist college status; top school nationally for the AVCE vocational performing arts for boys and pupils regularly hit the top five per cent of results nationally at all levels in drama and dance, as well as in modern languages. ICT results were notably disappointing in comparison, but school says...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
We believe that every child is uniquely a creation of God and as such should be cared for as that unique and special person. We acknowledge that any pupil may have special educational needs at some point during their schooling. We aim to provide both short and long term support. We have set up a number of strategies for our pupil's benefit in order to allow full access to the National Curriculum and allow them to reach their full potential academically, emotionally and socially. Our provision includes: Social Group, Nuture Group, Modified Homework Planners, Alpha Smarts, Tranisition Package,Small Group Work, One to One, Focus and outside agencies. We have a caring, flexible approach to all our pupils and try to meet the specific needs of each child.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | Y |
| 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 | |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | |
| 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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