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  • Knightsfield School
    Knightsfield
    Welwyn Garden City
    Hertfordshire
    AL8 7LW
  • Head: Mrs Suzanne Thrower
  • T 01707 376874
  • F 01707 321738
  • E [email protected]
  • W www.knightsfield.herts.sch.uk
  • A state special school for boys and girls aged from 10 to 18.
  • Boarding: No
  • Local authority: Hertfordshire
  • Pupils: 37
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 2
      • Effectiveness of leadership and management Outstanding 2
    • 1 Short inspection 12th December 2018
    • 2 Full inspection 12th November 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 19th January 2010
  • Ofsted report: View the Ofsted report

This is not currently a GSG-reviewed school.

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Who came from where

Who goes where

Special Education Needs

Built within the grounds of a mainstream secondary school, Knightsfield School offers the best of both worlds, small group teaching within a purpose built school for hearing impaired children together with inclusive educational and social opportunities in the adjacent mainstream school. We specialise in teaching pupils, who despite their hearing loss, which is usually severe to profound, are making progress in developing their language skills through the auditory-oral mode. The school works in partnership with the neighbouring comprehensive school and the Welwyn Garden City 14 to 19 Consortium. There are opportunities for supported integration, in the mainstream link school, on a part-time basis, in a variety of subjects. Pupils can attend on a full-time basis and receive help and support from Knightsfield School staff. This unique partnership enables the school to respond flexibly and effectively to meet the needs of all our pupils. Purpose built in 1997 for hearing impaired pupils, the school is acoustically treated throughout. The furniture and equipment are state of the art and a new Science lab was built in 2003 which is within the mainstream link school's Science block. The school is fully networked with a pupil computer ratio of 1:1, access to the Internet and a huge range of hardware and software to support learning. In the residential area each pupil has his or her own comfortable study bedroom with wash basin and facilities to do homework in the evenings. The light and airy leisure rooms provide pupils with comfortable areas to relax and socialise. The 'Knight Club' offers a range of evening activities to residential and day pupils. All teachers are qualified teachers of the deaf. New teachers are required to gain this qualification within three years of becoming members of staff. There is a speech and language therapist, support from the county audiologist, visits from a specialist careers adviser and a comprehensive work experience programme. Support from other outside professionals such as educational psychologist, occupational therapist etc can be arranged. Our goal is to provide the best possible secondary education for deaf children. We encourage our pupils to develop their speaking and listening skills through consistent use of an auditory-oral approach. Our aim is to give each of our pupils a high quality, personalised educational experience that equips them for a full and fulfilling role in society.

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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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