Rawlins Academy
- Rawlins Academy
Loughborough Road
Quorn
Loughborough
Leicestershire
LE12 8DY - Head: Miss Clare Darby
- 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: 1563
- Religion: Church of England
-
Ofsted:
- 16-19 study programmes Good 1
- Outcomes for children and learners Requires improvement 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 26th November 2024
- Previous Ofsted grade: Satisfactory on 28th June 2022
- Ofsted report: View the Ofsted report
From September 2024, Ofsted no longer makes an overall effectiveness judgement in inspections of state-funded schools.
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
Subject results
Entry/Exit
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
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
|
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
Y |
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
|
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, 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
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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