Inscape House School
- Inscape House School
Together Trust Campus
- Head: Mrs Anne Price
- T 0161 283 4750
- F 0161 283 4751
- E [email protected]
- W www.togethertr…pe-house-school
- A special independent school for boys and girls aged from 5 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder.
- Boarding: No
- Local authority: Stockport
- Pupils: 98
- Religion: Does not apply
- Latest Overall effectiveness Good 1
- Effectiveness of leadership and management Good 2
- 1 Short inspection 30th November -0001
- 2 Full inspection 30th November -0001
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: Good on 30th November -0001
- Ofsted report: View the Ofsted report
What the school says...
Inscape House School is a non-maintained day special school, offering a personalised approach to learners, aged 5-19 years, with autism spectrum conditions and related social communication difficulties.
This is not currently a GSG-reviewed school.
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All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.
Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
The Together Trust offers a range of educational services for young people and adults with multiple and complex learning disabilities including autism spectrum conditions (ASC) and complex emotional difficulties. Inscape House School is a non-maintained day special school in Cheadle, Cheshire. We take referrals from all over the UK. Our school can meet the needs of children and young people aged 5 to 19 years with autism spectrum conditions and related social communication difficulties. Inscape is operated by the charity the Together Trust. Young people within the autism spectrum share a pattern of differences affecting social understanding and social skills, communication and social imagination. We believe that each young person has individual strengths which can be harnessed to support their learning. We believe that the following, makes all the difference: • Skills and strategies. • Personalised approaches. • Shared understanding. • ‘Power with’ approaches. • Independent and valued citizen. This response starts with attempting to see the world from their perspective and from there, teaching them skills and strategies to cope with the demands of everyday life. Skills: Things the person has learned to do independently in any aspect of their lives. Strategies: Things that help the person to learn and maintain skills. Crucially, strategies need to be ‘owned’ by the person with autism and should reduce dependency on staff telling them what to do. In doing this, we work in close collaboration with families, appreciating that parents and siblings have a unique understanding of the young person with autism. Some students may contribute using signs and symbols or photographs and video, others may play an active role in their annual reviews. We also have an active student council with representatives from every class.
|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|
|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