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  • Finham Park School
    Green Lane
    Coventry
    West Midlands
    CV3 6EA
  • Head: Mr Chris Bishop
  • T 024 7641 8135
  • F 024 7684 0803
  • E [email protected]
  • W finhampark.co.uk
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Coventry
  • Pupils: 1480
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Good 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 21st January 2015
  • Previous Ofsted grade: Outstanding on 9th December 2010
  • Ofsted report: View the Ofsted report

What the school says...

Most recently inspected in 2004, Finham Park was found to be a good school with many very good features. It is a specialist college for Mathematics and Computing, a Training School, a Leading Edge school and a Creative Partnership hub school. As of September 2005 it offers the International Baccalareate as well as an extensive range of AS and A2 programmes in its large 6th form.

Converted to an academy 2011.
...Read more

This is not currently a GSG-reviewed school.

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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 came from where

Who goes where

Special Education Needs

At Finham Park, students with special educational needs are taught largely in mainstream classes and are encouraged to participate fully in the whole-school curriculum. Additional support, however, is provided through the Supportive Studies Department, and this can take various forms. Some students are supported in mainstream classes by our team of Teaching Assistants, whose main role is to help students access the curriculum and to encourage and assist them with their work and behaviour. In addition to this, small group and individual support lessons are set up for those students who who have high levels of specific learning needs, such as low level literacy skills. The school works closely with external support agencies to provide specialist support for conditions such as Autistic Spectrum Disorder or sensory impairment, and this can take the form of both direct intervention with students, as well as training and advice for the staff. The school follows the guidelines set out in the Code of Practice, whereby all students with special educational needs are recorded in our SEN register which is used to communicate individual student's needs to teachers and is up-dated on a termly basis. Students' progress is monitored closely and communicated regularly to parents and carers. The school has a policy of SEN which is available to parents on request.

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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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