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  • Penn Hall School
    Vicarage Road
    WV4 5HP
  • Head: Fiona Gillespie
  • T 01902 558355
  • F 01902 558363
  • E [email protected]
  • W
  • A special state school for pupils aged from 3 to 19 with physical difficulties and complex medical needs
  • Boarding: No
  • Local authority: Wolverhampton
  • Pupils: 81 (50 boys, 31 girls); sixth formers: 19
  • Religion: Non-denominational
  • Open days: June and July
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • 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 13th June 2017
    • 2 Full inspection 1st March 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 27th January 2010
  • Ofsted report: View the Ofsted report

What says..

One student got an A* GCSE in maths recently. ‘Can’t speak, can’t walk, can’t use his hands and got diabetes to boot,’ Mr Parry said proudly. Some children do work experience at school, although staff prefer them to get a taste of working life outside Penn Hall. Sixth formers get to set up their own company, learning about business in the real world. Grounds incorporate woodland trail, inspired by forest school philosophy — students enjoy getting thoroughly grubby while digging, mud painting and building dens. Specially-adapted zipwire, abseil slope and…

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What the parents say...

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What The Good Schools Guide says


Since September 2017, Fiona Gillespie, previously head teacher at Fairview School in Perth, Scotland. BA in English and politics from Leicester Polytechnic (now De Montfort University) and PGCE from Leicester University. Has also been associate and deputy head at Sherbourne Fields School in Coventry.

Academic matters

Community special school for pupils from 3 to 19 with physical disabilities, complex medical needs and moderate to severe learning difficulties. Wide academic range — most working at P stage (performance scales), some up to A level. National curriculum followed where possible, with additional school curriculum that includes social and life skills. French taught at key stages 2 and 3 by subject specialist and learning is supported by trips to France.

Average eight pupils per class, with one teacher and two or three teaching assistants. Classes...

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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.

Who came from where

Who goes where

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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:

most years
quite often
sometimes, but not in this year

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