Cromwell High School
- Cromwell High School
Yew Tree Lane
- Head: Mr Andrew Foord
- T 0161 338 9730
- F 01613 389731
- E [email protected]
- W vle.cromwell.tameside.sch.uk
- A state special school for boys and girls aged from 11 to 16. Type of SEN provision: SLD - Severe Learning Difficulty.
- Boarding: No
- Local authority: Tameside
- Pupils: 75
- Religion: Does not apply
- 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 19th September 2018
- 2 Full inspection 14th October 2014
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: Good on 3rd October 2011
- Ofsted report: View the Ofsted report
What the school says...
Cromwell High School is a Special School catering for the needs of pupils experiencing severe or profound difficulties in their learning. Average class size is 9 pupils with a teacher, a qualified Special Support Assistant and a further Support Assistant. We seek to fully integrate a pupil's need to develop key skills for life, their care needs and their health needs, with inclusion in a broad and stimulating curriculum. We are co-located with Astley Sports College to eliminate the physical barriers to inclusion. We work to get the best mix of education from a Special School and access to mainstream opportunities for each individual child. ...Read more
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Special Education Needs
As a special school everything we do is focused on Special Educational Needs. Care needs, health needs, communication needs, the need to develop key skills for life, the need for different ways to access the curriculum are all central to our purpose. We value each pupil as a complex human being with a complex identity. They may be disabled but they are so much more than that, and we value their entitlement to access, and be included in, the widest world possible. Above all we value their entitlement to achieve success in their own terms and the celebration of personal success is central to our Special Educational Needs policy. We offer accreditation appropriate for all pupils from the major national awarding bodies: OCR, AQA, ASDAN etc. A pupil's education is not simply about what happens in school and we are committed to a partnership with parents to support their child's achievement in whatever way is possible. We are developing ourselves as an extended school and have a vibrant, and continually expanding, extra curricular provision. We cater for pupils experiencing severe, profound or complex difficulties in their learning. Staff are trained in the TEACCH and PECS approaches to supporting pupils who need a very structured environment and visual communication system including pupils with Autistic Spectrum Disorder (ASD) and associated learning difficulties. In addition to their learning difficulties we cater for pupils with physical disabilities and requiring full personal care. Some pupils have experienced challenging behaviour in addition to learning difficulties. The school is a centre of excellence for addressing these needs; eliminating or minimising such incidents, and provides Team Teach behaviour management training to many other schools, colleges and social care environments in the local authority area.
|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|
|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||Y|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|
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
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:
sometimes, but not in this year