Kennet School
- Kennet School
Stoney Lane
Thatcham
Berkshire
RG19 4LL - Head: Ms Grace Rigg
- T 01635 862121
- F 01635 871814
- E headteacher@kennetschool.co.uk
- W www.kennetschool.co.uk
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: West Berkshire
- Pupils: 1860
- Religion: Does not apply
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Outstanding 1
- Outcomes for children and learners Outstanding 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 14th May 2024
- Previous Ofsted grade: Outstanding on 11th May 2016
- 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
It is widely acknowledged that 20% of pupils need extra help at some stage in their school careers. At Kennet, we have long been clear that attention to the needs of the individual is vital. New pupils arriving in school are carefully screened to ensure that their needs are identified and met. For the majority of children, this means careful negotiation with primary schools and discussions before the child ever arrives at Kennet. We have a well-trained and enthusiastic Special Needs Department, which ensures that the provision for children in difficulty is appropriate. This may manifest itself in work in mainstream classrooms or in small groups withdrawn, though the latter is very rare. We are careful to invest significantly in staffing in the early years of secondary education, to ensure that pupils have appropriate assistance as far as possible in classrooms, alongside their peers. We have the benefit of joint working with others from West Berkshire Education Authority, including an Educational Psychologist. The particular needs of pupils are communicated to staff, pupils and parents, by the use of Individual Education Plans. These plans and Statements are reviewed regularly and the reviews involve all key parties. At parents’ evenings, and at other times of the year, a member of the Special Needs Department is always available should parents require further advice. Able, gifted and talented pupils are also often considered to have “special needs”. We have invested a great deal of time and effort in identifying our more able pupils in recent years and in providing opportunities and support for their needs. We are delighted that some 140 pupils have already been affiliated by the Government to the National Academy for Gifted and Talented Youth. We will continue to offer masterclasses and other opportunities, including summer and Easter schools, for pupils across the whole spectrum of ability.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
|
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
Y |
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
Y |
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
|
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, 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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