- King's Oak Academy
- Head: Mr Richard Clutterbuck
- T 0117 992 7127
- F 01454 866541
- E email@example.com
- W kingsoakacademy.org.uk
- A state school for boys and girls aged from 4 to 19.
- Boarding: No
- Local authority: South Gloucester
- Pupils: 760
- Religion: None
- Latest Overall effectiveness Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 12th June 2013
- Ofsted report: View the Ofsted report
What the school says...
Academy convertor - September 2011 formerly Kingsfield School.
What the parents say...
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Special Education Needs
The School’s Special Needs Department consists of the SEN Co-ordinator, a learning support teacher, and eight teaching assistants. Schools meals supervisors may also have defined responsibilities for specified students during unstructured times. Each faculty has its own teaching assistant, who is deployed to meet special educational needs within that curriculum area, whilst being ultimately responsible to the Co-ordinator of special needs. The department has developed considerable experience in dealing with a wide range of special needs, from specific learning difficulties to multiple disability. As well as intervening directly to help students, the department gives direction and advice to staff through its pioneering use of learning support profiles. These are maintained and updated on the School’s computer network and lie at the heart of planning, intervention and monitoring. In cases where the school has no previous experience of dealing with a particular special educational need it enlists help within the local education authority’s Inclusion Support Service. Regular visits of the Psychology Service and Behaviour Support Team help identified students make a smooth transition from secondary transfer across their years of secondary schooling. The Connexions Service, similarly, is involved in ensuring that Statemented students have the necessary support in their transition to adult life. Learning support can take many forms. Apart from everyday modification and differentiation of the curriculum, support may take the form of teaching assistance within the classroom, or structured skills – acquisition programmes, usually taught within small groups. The Department is directly involved in the implementation of the Key Stage 3 Intervention Strategy which seeks to raise the level of attainment of identified students through the School’s ‘Flying Start’ and ‘Skills Booster’ programmes. At Key Stage 4 the curriculum is adapted to give students with special needs a wide range of accredited courses, some with a strong vocational element. Kingsfield prides itself upon its inclusive character, and seeks to ensure progression in learning by establishing high expectations for all students, and setting suitable learning challenges for them to achieve. The school sees parents as partners in education and this is particularly the case where students have a special educational need. The School draws upon parental knowledge and expertise in relation to their child and seeks to develop a sensitive and constructive relationship which helps students fulfil potential. Similarly, young people with special needs have a unique knowledge of their own circumstances and needs, and the School seeks their views and active involvement in planning for their education.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Aspergers Syndrome [archived]|
|Attention Deficit Hyperactivity Disorders||Y|
|Attention Deficit Hyperactivity Disorders [archived]|
|CReSTeD registered for Dyslexia|
|Delicate Medical Problems [archived]|
|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|
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The data is based on actual admissions from the schools years September 2012 – August 2015 inclusive. Data from the school year September 2015 – August 2016 will be available in 2017.
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