- Ifield School
- Head: Exec head Mrs Abigail Birch; Head Ms Jones
- T 01474 365 485
- E [email protected]
- W www.ifieldschool.com/
- A special state school for pupils aged from 4 to 19 with moderate to profound learning difficulties and autism.
- Read about the best schools in West Kent and East Kent
- Boarding: No
- Local authority: Kent
- Pupils: 264
- Religion: Non-denominational
- Open days: Twice-monthly, pre-booked
- Latest Overall effectiveness Outstanding 1
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 1st May 2018
- 2 Full inspection 4th February 2014
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 8th June 2011
- Ofsted report: View the Ofsted report
What the school says...
Foundation co-educational special school for pupils aged 4-19 with profound, severe and complex learning needs, including communication and interaction difficulties.
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
Ifield School is a District Special School catering for 138 pupils with Special Educational Needs and is fully equipped to support the National Curriculum from Year 1 to Year 11. The School has been re-designated as the District Special School for the Gravesham Cluster to take pupils with more profound, severe and complex learning, communication and interaction difficulties from September 2004. The School aims to provide an attractive welcoming and stimulating environment that can develop pupils through the effective and appropriate delivery of the National Curriculum. The School seeks to develop in all a respect for the individual and an appreciation of quality. The School understands that every child has natural talents and abilities that can stand outside of their general underlying ability and seeks to support these. The staff see that the successful re-integration of pupils, when appropriate, is of the utmost importance. Staff endeavour to create, within classes, a well organised, conducive and ordered environment. The School aims to provide a happy and cheerful ethos that enables children to develop their confidence through success and praise.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Attention Deficit Hyperactivity Disorders||Y|
|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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