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  • King's Oak Academy
    Brook Road
    BS15 4JT
  • Head: Katherine Ogden
  • T 0117 992 7127
  • F 01454 866541
  • E [email protected]
  • W
  • A state school for boys and girls aged from 4 to 19.
  • Boarding: No
  • Local authority: South Gloucestershire
  • Pupils: 1069
  • Religion: None
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Early years provision Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 13th March 2018
  • Previous Ofsted grade: Good on 11th June 2013
  • Ofsted report: View the Ofsted report

What the school says...

Academy convertor - September 2011 formerly Kingsfield School.

This is not currently a GSG-reviewed school.

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

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.

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:

most years
quite often
sometimes, but not in this year

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