- Netherhall School
- Head: Mr David Tromans
- T 01900 813434
- F 01900 814867
- E [email protected]
- W www.netherhall.cumbria.sch.uk
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Cumbria
- Pupils: 610
- Religion: Does not apply
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 30th November -0001
- Previous Ofsted grade: Inadequate on 30th November -0001
- Ofsted report: View the Ofsted report
What the school says...
Netherhall School is found in the Western Lake District and serves the children and families of Maryport and surrounding villages. We are committed to ensuring that every young person graduates from Netherhall School with the confidence, qualifications, skills and experience to be successful. Nothing less.
Our guiding principles are the values of:
We aspire to be an outstanding school that is attractive to all parents and students in the area we serve. The
schools calm and orderly atmosphere demonstrates our purposeful focus on high achievement. It is a place where
students show full engagement with their learning; have the drive to persevere; have a sense of personal
responsibility and high aspirations. Our students have a thirst for learning and school life because we:
Provide a safe, inspiring place of learning
Instil strong moral values
Encourage achievement and ambition ...Read more
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
Netherhall School SEN Offer (2014-15) The level/type of identification, provision and contact with parents will be individualised to meet the needs of each pupil. How do we identify if your child has Special Educational Needs? Year 6-7 transfer ? Discussions with feeder schools ? Reading and spelling tests ? Cognitive ability tests ? Discussions with pupils and parents/carers ? English and maths examinations ? Teacher assessments In year admissions ? Discussion with prior school ? Reading and spelling tests ? Discussions with pupils, parent/carers ? Teacher assessments How do we meet the needs of pupils with SEN? Expected progress measures are used to determine the success of the provision for students with special educational needs. Provision is made in order to meet the Statement/Education, Health Care Plan objectives and to increase student independence. Types of provision currently available:- ? High quality, differentiated teaching ? Ability grouping ? In class support ? Literacy withdrawal groups ? Social, emotional and behavioural support ? Personalised timetables ? Administration of medication through health care plans ? Referrals to outside agencies ie educational psychology, Child and Adolescent Mental Health Services ? Exam access arrangements ? Specialised careers guidance from Inspira How will you know how your child is progressing? ? Two written reports per year ? 1 parents’ evening per year group ? Pupil planner ? Home/school diaries ? Team around the child/family meetings ? Annual review meetings ? IEP review meetings ? Health care plan reviews ? Contact by phone or text What training have the staff had in areas of SEN? Whole school staff training has been delivered as follows:- September 2013: Autistic Spectrum Conditions How accessible is the school building? ? The whole of the ground floor is wheelchair accessible, however, the school has few ground floor classrooms. ? There are two lavatories with facilities for wheelchair users How does the school help pupils to the next stage of their education? ? Attendance at Year 5 and 6 Annual reviews ? Transition visits in the summer term prior to entry into year 7 ? Open evening ? Induction day ? Visits to further education providers in years 10 and 11 ? Supported careers interviews
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