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  • Harewood College
    Harewood Avenue
    BH7 6NZ
  • Head: none none
  • T 01202 309841
  • F 01202 399615
  • E officemail.harewo…
  • W
  • A state school for boys aged from 11 to 16.
  • Boarding: No
  • Local authority: Bournemouth
  • Pupils: 527
  • Religion: None
  • Ofsted:
    • Latest Overall effectiveness Inadequate 1
      • Outcomes for children and learners Inadequate 1
      • Quality of teaching, learning and assessment Inadequate 1
      • Personal development, behaviour and welfare Inadequate 1
      • Effectiveness of leadership and management Inadequate 1
    • 1 Full inspection 24th January 2019
  • Previous Ofsted grade: Good on 6th February 2015
  • Ofsted report: View the Ofsted report

This is not currently a GSG-reviewed school.

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Please note: 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

While some boys will have their needs identified before they join the school, our SEN department has assessment procedures in place to ensure the quick and effective support of all pupils who may require some assistance. Students throughout Key Stage 3 (years 7, 8 and 9) and Key Stage 4 (years 10 and 11) may need extra support in the classroom and for this we have a strong team of teaching assistants who can support your child throughout their education, both in the classroom and in our SEN department. At Portchester we view SEN as a whole school issue and work closely with the LEA to ensure the best advice and support is given at all times. Any specific assessment advice is passed to the relevant Class Tutor to enable them to use this information to enhance their teaching of individual pupils. The school has a fast developing Learning Support Centre and teachers with responsibilities for SEN provision. It also boasts a behavioural unit where specific support can be given to those pupils who find it difficult to cope within a mainstream setting. Much support is offered in this area including anger management and ‘problem solving skills’. The school follows the SEN code of Practice. In the initial SEN stages, all support is provided by our own teachers and support staff. However, if a student has a written Statement of Special Educational Needs, the school will work in tandem with the Local Education Authority’s specialist staff to ensure all the relevant provision requirement is met. The school works together with the parents when assessing provision for a student with Special Needs and this partnership continues when issues or concerns arise. We also ensure this partnership extends to the contact with parents and the LEA for those pupils who have a Statement for Special Educational Needs or behaviour. The schools SEN Policy is available from the school by written request. If you do wish to speak to anyone regarding SEN, please feel free to phone the school, we are always happy to help and support you with all your enquiries. English as an Additional Language Portchester has very strong links with the LEA’s ‘English as an Additional Language’ team (EAL) and is able to support pupils with this need. Safeguarding School Everyone involved in Portchester School, including staff, parents, students, community workforce and volunteers, share an objective to help keep children and young people safe by contributing to: • Providing a safe environment for everyone to enable children and young people to achieve their full potential. • Indentifying children and young people who are suffering or likely to suffer significant harm, and taking appropriate action with the aim of making sure they are kept safe both at home and at school.

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:

most years
quite often
sometimes, but not in this year

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