- Rawlins Academy
- Head: Mr Callum Orr
- T 01509 622800
- F 01509 416668
- E [email protected]
- W www.rawlinsacademy.org.uk
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Leicestershire
- Pupils: 1409
- Religion: Church of England
- Latest Overall effectiveness Good 1
- 16-19 study programmes Outstanding 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 15th March 2017
- Previous Ofsted grade: Requires improvement on 11th December 2014
- Ofsted report: View the Ofsted report
What the school says...
Converted to an academy 2011
Became all through (11-18) 2013
What the parents say...
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Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
Rawlins supports students with a variety of special educational needs across years 10, 11, 12, 13 and 14. Students are supported in mainstream classes with some students choosing a modified timetable which offers a vocational option. Some students are also offered an option which focuses on improving literacy skills. Students are encouraged to develop independence skills and take part in a wide range of college activities, including outdoor education. The Learning Support Department is the largest department in the college and aims to support staff and students to achieve their full potential and also to support students in moving on to further education or the workplace. The Learning Support Department assesses students for access arrangements for GCSE, GNVQ and A Level examinations and liaises with a large number of professional agencies. Stride is a unique full time, three year, Post 16 course for students who have moderate learning difficulties and are supported by a statement of Special Educational Needs. The course offers a secure base from which the students can access the challenges of appropriate inclusion. Students all have an Individual Educational Programme with a curriculum specifically designed for their needs. Within the base they are taught in small groups. The curriculum includes Academic Skills, ASDAN Life Skills and Independence Skills and those for whom it is appropriate can access Key Skills Programmes, GNVQs and GCSEs. Stride has two full time teaching staff, an HLTA, and three support staff with the addition of mainstream staff teaching in their areas of expertise. Learners with Learning Difficulties & Disabilities post 19: Since the early 1980s, the college has offered discrete courses for learners 19+ as part of its Adult & Community Learning Programme. At the present time, courses range from full-time transition courses for a full range of learners with severe learning disabilities through to those with complex health needs. It also offers part-time courses in a variety of curriculum areas which are negotiated in a person-centred manner as required by the Valuing People White Paper.
|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||Y|
|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|
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