Hope Wood Academy
- Hope Wood Academy
- Head: Mrs Adele Pearson-Atkinson
- T 0191 569 1420
- F 01915 273320
- E [email protected]
- A state special school for boys and girls aged from 2 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; HI - Hearing Impairment; MLD - Moderate Learning Difficulty; PMLD - Profound and Multiple Learning Difficulty; SLCN - Speech, Language and Communication; SLD - Severe Learning Difficulty; SpLD - Specific Learning Difficulty.
- Boarding: No
- Local authority: Durham
- Pupils: 195
- Religion: Does not apply
- Latest Overall effectiveness Requires improvement 1
- 16-19 study programmes Requires improvement 1
- Early years provision Requires improvement 1
- Outcomes for children and learners Requires improvement 1
- Quality of teaching, learning and assessment Requires improvement 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 7th July 2016
- Previous Ofsted grade: Inadequate on 5th June 2014
- Ofsted report: View the Ofsted report
What the parents say...
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Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
The Good Schools Guide writes: Glendene School and Community Arts College caters for children whose primary needs are moderate, severe and profound and multiple learning difficulties. In addition pupils may have a range of other special needs including ADD/ADHD, challenging behaviours, developmental delay, Down's syndrome, specific learning difficulties, emotional and behavioural difficulties, epilepsy, Fragile X, sensory impairment, physical difficulties, Tourette syndrome, conduct disorders, obsessive-compulsive disorder, Prader-Willi syndrome, Rett syndrome, etc. There is also designated provision for primary pupils with autistic spectrum disorder. The school has a good range of facilities including specialst teaching areas, a sensory room, and soft play room. A number of therapies are used these include: hydrotherapy, occupational therapy, physiotherapy, Sensory integration, and Speech and language therapy. Makaton and TEACCH are used where beneficial.
|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||Y|
|MLD - Moderate Learning Difficulty||Y|
|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||Y|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication||Y|
|SLD - Severe Learning Difficulty||Y|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty||Y|
|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