Exeter Royal Academy for Deaf Education
- Exeter Royal Academy for Deaf Education
50 Topsham Road
- Head: Mrs Trudy Chappell
- T 01392 267023
- F 01392 431146
- E [email protected]
- W www.exeterdeafacademy.ac.uk
- A special independent school for pupils aged from 4 to 24 who are deaf or would benefit owing to some other disability. Pupils may also have autism, motor difficulties, visual impairment, and emotional and behavioural difficulties.
- Boarding: Yes
- Local authority: Devon
- Pupils: 42
- Religion: Does not apply
- Fees: Usually paid by LA
- Latest Overall effectiveness Requires improvement 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 16th January 2019
- Previous Ofsted grade: Inadequate on 8th November 2016
- Ofsted report: View the Ofsted report
- Linked schools: Exeter Royal Academy for Deaf Education
What the school says...
Exeter Royal Academy for Deaf Education are specialists in educating deaf students. Ofsted described us as having high quality teaching, with 92% of teaching good or better and none unsatisfactory, where all pupils achieved very well. Ofsted noted that the pupils do not just like the school, they love it. We provide very high levels of care and safety without minimising a childs maturing independence so that pupils leave us very well prepared for life after school. The Academy has an excellent inclusive practice, where inclusion in activities in the school, and the world beyond, is very important and very effective. We cater for children and young adults aged from 4-24, through either day places or weekly boarding, with flexible lengths of time at the Academy (from a minimum of half a term). ...Read more
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
Exeter Royal Academy for Deaf Education are specialists in educating deaf children. Ofsted described us as having ‘high quality teaching’, with 92% of teaching good or better and none unsatisfactory, where all pupils achieved very well. The education is matched to individual needs and as such we are a ‘very effective school that is very good value for money’. Ofsted agreed with us that we are more a ‘learning community’ than a school, where the relationships and ethos are ‘excellent’. So much so, Ofsted noted that the pupils do not just like the school, ‘they love it’. As a result, the attendance, attitude and behaviour of the pupils is ‘very good’. We provide ‘very high levels of care and safety’ without minimising a child’s maturing independence so that pupils leave us ‘very well prepared for life after school’. The school has an excellent inclusive practice, where ‘inclusion in activities in the school, and the world beyond, is very important and very effective’. The curriculum follows the National Curriculum as appropriate and is ‘very good’. We cater for children and young adults aged from 5-21, through either day places or weekly boarding, with flexible lengths of time at the school (from a minimum of half a term).
|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|
|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||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
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