Huish Episcopi Academy A GSG School
- Huish Episcopi Academy
Wincanton Road
Huish Episcopi
Langport
Somerset
TA10 9SS - Head: Katie Boyes
- T 01458 250501
- F 01458 250262
- E office@huishepisc…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: 1,417; sixth formers: 194
- Religion: Non-denominational
- Open days: September
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Inadequate 1
- 16-19 study programmes Requires improvement 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 2nd November 2022
- Previous Ofsted grade: Good on 12th September 2012
- Ofsted report: View the Ofsted report
What The Good Schools Guide 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 Good Schools Guide says
Principal
Since 2023, Katie Boyes, previously headteacher at Queen Elizabeth's School.
Entrance
School accepts children from in and outside the catchment area, and to date has not turned anyone away. Works with 11 feeder primary schools and there are visits to and from these schools throughout the year to help with the transition. Many of the pupils come from very small primary schools so Huish makes a big effort to get to know everyone and help ease any worries, talking to them individually and asking them to complete a booklet about their hopes and fears. Children can get to know the school by using the leisure centre facilities or getting involved in some of the sports events or galas. There is also a treasure hunt event and an induction day. One parent said the settling in process...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
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 |
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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