Henry Tyndale School
- Henry Tyndale School
- Head: Mr Rob Thompson
- T 01252 544577
- F 01252 377411
- A state special school for boys and girls aged from 2 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder.
- Boarding: No
- Local authority: Hampshire
- Pupils: 149
- Religion: Does not apply
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Outstanding 2
- Early years provision Outstanding 2
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 28th September 2016
- 2 Full inspection 6th December 2011
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: Outstanding on 12th May 2009
- Ofsted report: View the Ofsted report
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
Henry Tyndale School caters for a range of Special Educational Needs and is proud of the quality of education and care it provides for all of its pupils. All pupils at our school have a learning difficulty; many also have an additional need such as a physical disability, a language disorder or an autism spectrum disorder. The school operates in newly built premises designed to provide the first rate accommodation our pupils deserve to best meet their special needs. The school has approximately seventy staff and numerous additional experienced personnel from Health, Education and Social Services who work on site alongside our employees to assist the children. These multi-agency colleagues include Physio-therapists and a Speech and Language therapist each day, plus regular visits from amongst others, Occupational and Music therapists, Advisory Teachers for our visually and hearing impaired students, School Medical Officer and school nurse, Social Workers, Key Workers from respite services and members of the Community Learning Disability Team.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|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|
|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
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