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  • Oakwood Academy
    Chatsworth Rd
    Ellesmere Park
    Eccles
    Lancashire
    M30 9DY
  • Head: Mrs Amanda Nicholson
  • T 01619 212880
  • F 01619 212881
  • E [email protected]
  • W www.oakwoodacademy.co.uk
  • A special state school for pupils aged from 9 to 18 with moderate and complex learning difficulties
  • Boarding: No
  • Local authority: Salford
  • Pupils: 187; sixth formers: 34
  • Religion: Non-denominational
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Personal development, behaviour and welfare Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 22nd November 2017
  • Previous Ofsted grade: Outstanding on 17th July 2013
  • Ofsted report: View the Ofsted report

What says..

Brightly coloured classrooms and corridors with laminated examples of students' work, educational information and photos - the high quality of the presentation is an indication of the respect shown to the pupils, who respond by never damaging the displays. Spacious classrooms with excellent ICT and other resources (several have cooking facilities). Competes with other MLD and mainstream schools at, eg, junior triathlon, cross-country, indoor rowing, boccia; successful at local and national level at disabled athletics.  Workshops and live performances by professional musicians...

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What the school says...

A Co-operative Learning Trust.
A Specialist Arts, Technology and Sports College.
Converted to an academy 2012.

What the parents say...

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What The Good Schools Guide says

Executive principal

Since 2011, Amanda Nicholson BA PGCE NPQH, postgrad qualifications in SEN (30s). Attended an RC school in Liverpool, studied politics and economics at Liverpool. Gap year spent in a mainstream school where she saw SEN children 'just being written off' propelled her to teach history in special needs schools in Sheffield and Rotherham and at the Northern Primary Support Centre for complex learning difficulties in Liverpool. Husband Keith is a police sergeant in St Helens; two young daughters. Enjoys travel, reading, yoga. Warm, approachable, deeply impressive commitment to giving SEN children 'the best education possible, so they have the best possible start in life'; equally impressive is her command of how to do it - much emphasis on family support.

Applied for academy conversion status, because she wanted to develop...

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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.

Special Education Needs

We cater for students with a range of special needs. All pupils have statements.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
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
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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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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