Danecourt School
- Danecourt School
Hotel Road
Gillingham
Kent
ME8 6AA - Head: Mrs Cathryn Falconer
- T 01634 232589
- F 01634 263 822
- E office@danecourt.medway.sch.uk
- W www.danecourtschool.com
- A state school for boys and girls aged from 4 to 11.
- Read about the best schools in Kent
- Boarding: No
- Local authority: Medway
- Pupils: 234
- Religion: Does not apply
-
Ofsted:
- Latest Overall effectiveness Good 1
- Early years provision Outstanding 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 5th June 2019
- Ofsted report: View the Ofsted report
What the school says...
MISSION STATEMENT
Danecourt is a community school where every individual is
Valued
Supported
Challenged
Successful
AIMS
Valued
We believe every individual is unique and special
We will respect the rights and needs of all
We will foster a sense of self esteem and self worth
We want everyone to realize their full potential
We want our children to be happy, confident young people who will contribute to their community
Supported
We believe that a good learning environment stems from a committed teaching staff who work as a team to support all children
We will provide a happy, secure and stable environment
We will give a high level of individual support
We will work in partnership with parents
We will help children to develop communication, social and self help skills
Challenged
We believe that children succeed best when teacher have high expectations
We will deliver a curriculum that is broad, balanced and relevant
We will set challenging individual targets
We will expect high standards of behaviour
We will provide opportunities for our pupils to join with their mainstream peers wherever possible
Successful
We believe that success is important to every individual and to have that success recognized encourages further achievement
We will measure success in many ways across the range of social and academic achievements
We will ensure areas of success for everyone
We will recognize every achievement however small the step
We will praise and reward success ...Read more
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
Y |
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
Y |
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
Y |
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
|
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, 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
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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