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  • Lawn Manor Academy
    Salcombe Grove
    Swindon
    SN3 1ER
  • Head: Mrs Sandra Muir
  • T 01793 487286
  • E [email protected]
  • W www.lawnmanor.org
  • A state school for boys and girls aged from 11 to 16.
  • Boarding: No
  • Local authority: Swindon
  • Pupils: 724
  • Religion: None
  • Ofsted:
    • Latest Overall effectiveness Requires improvement 1
      • Outcomes for children and learners Requires improvement 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 21st January 2020
  • Previous Ofsted grade: Requires improvement on 15th March 2016
  • Ofsted report: View the Ofsted report

What the school says...

Lawn Manor Academy opened on 1st September 2017 and is the first new Secondary School in Swindon under the Royal Wootton Bassett Academy Trust (RWBAT). We believe that within each child there is real potential to achieve and that as teachers, it is our job to ensure that this potential is met through their academic studies, creativity and high expectations. Our ILEARN values are at the heart of our strategies for success, we take pride in ‘inspiring and creating futures for all.’ ...Read more

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

A fully trained team of teachers is on hand to provide support for students with learning difficulties to ensure that all children are supported and challenged to fulfil their maximum potential. The team liaise closely with outside agencies, parents and subject teachers to ensure that the most effective means of providing support are available. In some cases this may mean liaising with educational psychologists. A trained teaching assistant is assigned to most subject areas; this ensures that students receive the care and attention they require to maximise their learning potential and this additional in-class support can provide further opportunities for individual and small group in support of classroom teachers. The core purpose of our Student Support Service is to promote the successful inclusion of all students with additional educational needs. We are committed to offering an inclusive curriculum to ensure the best possible progress for all of our students what ever their needs or abilities. We value the contribution that every child can make and welcome the diversity of culture, religion and intellectual style. We seek to raise achievement of the whole community and remove barriers to learning. As such one of the most important initiatives for this department is ensuring that AEN is a matter for the school as a whole. All teachers need to become teachers of students with SEN. We want to ensure that our department is integral in helping staff work with youngsters within main stream, where ever possible, rather than use the service as a way of removing students from main stream education. The Student Support Service is at a very exciting point of transition. In the past students with special educational needs or, as we like to call them, additional educational needs, were supported by one team and students with educational behavioural needs were supported by another team. We have taken a far more holistic approach for the student, and have appointed a KS3 student support co-ordinator and a KS4 student support co-coordinator. Our aim is to develop two suitably qualified teams that will have the skills and expertise to identify and address the needs of the individuals at a particular Key Stage. In addition our colleagues have the confidence, ability and willingness to work with members of staff in their class room and help them become confident and competent in teaching youngsters with additional educational needs within the classroom. We do recognise that in meeting the individual needs of some students specialist programmes are a necessary requirement.

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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