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  • Medina College
    Fairlee Road
    Isle of Wight
    PO30 2DX
  • Head: Miss Karen Begley
  • T 01983 526523
  • F 01983 528791
  • E [email protected]
  • W
  • A state school for boys and girls aged from 11 to 19.
  • Boarding: No
  • Local authority: Isle of Wight
  • Pupils: 1347
  • Religion: None
  • Ofsted:
    • Latest Overall effectiveness Satisfactory 1
      • 16-19 study programmes Good 1
      • Outcomes for children and learners Satisfactory 1
      • Quality of teaching, learning and assessment Satisfactory 1
      • Personal development, behaviour and welfare Satisfactory 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 30th November -0001
  • Previous Ofsted grade: Satisfactory on 30th November -0001
  • Ofsted report: View the Ofsted report
  • Linked schools: Island Innovation VI Form Campus

What the school says...

Medina Colleges mission is to be an outstanding provider of innovative, engaging and enjoyable education which allows all individuals to achieve their full potential and to acquire the personal qualities, attitudes, skills, knowledge, understanding and qualifications necessary to prepare them for the opportunities and challenges of life beyond Medina College.

At Medina, we are passionate about making a difference to young peoples lives and equipping them for futures in which they can achieve their aspirations. Our ethos is to relentlessly pursue outstanding teaching, learning and pastoral care, while maintaining focus on the needs of the individual student.
...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

Educational provision is achived through full integration into the mainstream school. Sensitive and creative adaptation of the curriculum may be required in order to match what is taught and how it is taught to the childrens' aptitudes and abilities. This can be done by adopting appropriate teaching methods and resources which are sensitive to the expected pace of learning. Withdrawal from lessons is kept to a minimum. Each faculty area has an LSA assigned to work within that specialist subject to support statemented children. We also utilise a bungalow which has been turned into a learning centre for children who find High School difficult to access. Here a balance between practical skills and raising literacy is achieved through students engaging in projects such as gardening, cooking, carpentry, photography and community work. We strive to work towards nationally recognised qualifications such as ASDAN. Students participate in organising sailing activities, fishing trips and visits to help raise their self esteem and leadership skills. Each year we try to offer our "special" students a residential trip to an outdoor activities centre.

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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