Hugh Christie School
- Hugh Christie School
White Cottage Road
Tonbridge
Kent
TN10 4PU - Head: Mr Jon Barker
- T 01732 353544
- F 01732 367833
- E [email protected]
- W www.hughchristie.kent.sch.uk
- A state school for boys and girls aged from 11 to 18.
- Read about the best schools in Kent
- Boarding: No
- Local authority: Kent
- Pupils: 942
- Religion: None
-
Ofsted:
- Latest Overall effectiveness Requires improvement 1
- 16-19 study programmes Good 1
- Outcomes for children and learners Good 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 11th October 2023
- Previous Ofsted grade: Inadequate on 13th March 2023
- 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
Subject results
Entry/Exit
Special Education Needs
Hugh Christie Technology College Learning Support Department aims to provide additional support to all students from year 7 to 13 where necessary. Support is given in particular to those students who have a statement of Special Educational Needs or diagnosed with specific difficulties i.e dyslexia, ADHD, Autistic Spectrum Disorder (ASD) Specific Learning Difficulties etc. All students are screened on entry to the College using Cognitive Ability Tests plus reading and spelling test. Further assessments can be carried out should the need arise for example Access Arrangements for public examinations. The students are supported by a very small team of Specialist Teachers and Learning Support Assistants (LSAs). Support is grouped and takes place either in the classroom or in the Learning Support Department. The department is supported by many outside agencies who can be called upon for advice i.e Psychology Service, Attendance and Behaviour Service, Local Cluster Group, Social Services, EWO, LEA etc, etc. We work closely with parents at all times and the student is always of paramount importance, we wish to make them feel valued, safe and happy.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | |
| Attention Deficit Hyperactivity Disorders | |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | |
| Dysgraphia | |
| Dyslexia | |
| Dyspraxia | |
| English as an additional language (EAL) | |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | |
| Hospital School | |
| Mental health | |
| 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
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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