- Mowbray School
- Head: Mr Jonathan Tearle
- T 01677 422446
- F 01677 426056
- E [email protected]
- W www.mowbrayschool.co.uk
- A state special school for boys and girls aged from 2 to 16. Type of SEN provision: HI - Hearing Impairment; SLCN - Speech, Language and Communication; SpLD - Specific Learning Difficulty; VI - Visual Impairment.
- Boarding: No
- Local authority: North Yorkshire
- Pupils: 213
- Religion: Does not apply
- Latest Overall effectiveness Good 1
- Outcomes for children and learners Good 2
- Quality of teaching, learning and assessment Good 2
- Effectiveness of leadership and management Good 2
- 1 Short inspection 13th December 2017
- 2 Full inspection 30th January 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: Good on 3rd February 2010
- 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
Like many special schools, Mowbray is changing to meeting the needs of very complex pupils; currently we are seeing a rise in admissions of ASD pupils and in particular children with Asperger's. To accommodate such children, we work in partnership with local mainstream schools, this allows pupils to access a variety of GCSE courses at those schools, with specialist staffing support. We have created a specialist ASD resource for very complex primary aged pupils, run by staff with high expertise in this area. Currently 25 per cent of our pupils have ASD. We are also seeing a rise in pupils with emotional difficulties, this affects their educational attainment, but not necessarily their cognitive abilities; their needs are enhanced through individual learning programmes, college courses and work placements. We have partnerships with the Speech and Language Resource which educates 30 primary aged pupils of whom approximately 75 per cent successfully return to mainstream education by secondary transfer. The school is in a beautiful part of the world and is resourced and equipped to a very high standard. Parents are most welcome to contact the headteacher, who will be happy to discuss our provision with you and show you around our school.
|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||Y|
|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||Y|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty||Y|
|VI - Visual Impairment||Y|
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