Melland High School
- Melland High School
Gorton Education Village
50 Wembley Road
- Head: Mrs Sue Warner
- T 0161 223 9915
- F 01612 306919
- E [email protected]
- W www.melland.manchester.sch.uk
- A state special school for boys and girls aged from 11 to 19. Type of SEN provision: SLD - Severe Learning Difficulty.
- Boarding: No
- Local authority: Manchester
- Pupils: 158
- Religion: Does not apply
- Latest Overall effectiveness Outstanding 1
- Outcomes for children and learners Outstanding 2
- Quality of teaching, learning and assessment Outstanding 2
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 16th January 2018
- 2 Full inspection 28th February 2013
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 13th December 2007
- Ofsted report: View the Ofsted report
What the parents say...
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Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
We contacted the school and they didn't want to make a statement. However, The Good Schools Guide writes: Melland High is a community special school catering for pupils mainly with severe learning difficulties. In addition, a number of pupils have more profound learning difficulties, including some with challenging behaviour. The school was inspected by OFSTED in 2004. They received a glowing report beginning: 'Melland High School is outstandingly effective. It is an oasis of excellence.' Adding: 'The school’s progress in improving pupils’ achievement has been outstanding since the last inspection.' Melland High holds a number of awards including Healthy Schools and Investors in People. The school, a beacon for inclusive learning, has been granted specialist school status, from September 06 with the curriculum specialism of cognition and learning. There are plans for the school to move to a new campus with Cedar Mount High School through the Building Schools for the Future campaign.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder|
|Attention Deficit Hyperactivity Disorders|
|CReSTeD registered for Dyslexia|
|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||Y|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|
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
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:
sometimes, but not in this year
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