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  • Huish Episcopi Academy
    Wincanton Road
    Huish Episcopi
    Langport
    Somerset
    TA10 9SS
  • Head: Mr Christopher Wade
  • T 01458 250501
  • F 01458 250262
  • E [email protected]…pi.somerset.sch.uk
  • W www.huishepiscopi.net
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Somerset
  • Pupils: 1,530; sixth formers: 194
  • Religion: Non-denominational
  • Open days: September (whole school); November (Sixth Form)
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 6th December 2017
    • 2 Full inspection 13th September 2012

    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 1st March 2007
  • Ofsted report: View the Ofsted report

What says..

Teachers, many of whom have their own children at the school, rated highly by parents. One told us, 'The majority of teachers bend over backwards to respond to any concerns from parents and to help the kids achieve their target grades.’ Fantastic reputation for sport and outstanding facilities to match. Huish Leisure Centre is on campus and houses a sports hall, fitness and dance studios, tennis courts, squash courts and a heated pool. The origins of the academy can be traced back to 1675 when the original grammar school foundation was created...

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What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Boys taking French - Listening at an English Comprehensive School (QCF Language Qual Child Level 2)
  • Best performance by Boys taking French - Reading at an English Comprehensive School (QCF Language Qual Child Level 2)
  • Best performance by Boys taking French - Speaking at an English Comprehensive School (QCF Language Qual Child Level 2)
  • Best performance by Boys taking French - Writing at an English Comprehensive School (QCF Language Qual Child Level 2)

What The Good Schools Guide says

Principal

Since September 2017, Christopher Wade, previously executive lead at Inspirational Futures Trust (2016 –2017). Degree is sports and PE from the University of Wales Institute Cardiff; posts include head of year and PE teacher at St Katherine's School, various leadership roles at Bridgwater College Academy, and headteacher at Nailsea School.

Academic matters

In 2018, 43 per cent A*/A grades, 66 per cent A*-C at A level. At GCSE, 70 per cent got 9-4 in both English and maths and 46 per cent got 9-5. Strong subjects at all levels are expressive arts, science and maths. Twenty-seven options offered at sixth form including A levels and vocational courses such as BTecs in IT, sport, music technology, public services and health and social care, but the main emphasis is on A levels rather than the vocational courses that...

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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.

Special Education Needs

Students with Special Educational Needs are initially identified through close liaison with the primary schools. Students’ needs are also identified through the initial screening process of assessment and by teacher referral. The school is also very keen to listen to parents’ concerns and work in partnership with parents. Students identified as having additional needs are fully integrated within the school by use of additional resources, including staffing and facilities, following consultation with staff, parents and the student. All teachers are responsible for meeting the needs of all students with special educational needs (as indicated by the revised Code of Practice). Teachers contribute to the development of learning targets for these students through the setting up, monitoring and review of Individual Education Plans (IEPs) for all students at School Action, School Action Plus and with Statements. The Special Educational Needs Co-ordinator (known as SENCO) will also liaise with outside agencies for the benefit of students identified as having special educational needs. A sensitive approach, which instils confidence, motivation, pride and success in all students, is a fundamental philosophy of the learning support department. 09-09

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
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 Y
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

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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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