- Rowdeford School
- Head: Mr Michael Loveridge Pgce, Npqh, Bsc
- T 01380 850309
- F 01380 859708
- E [email protected]
- A state special school for boys and girls aged from 11 to 16. Type of SEN provision: ASD - Autistic Spectrum Disorder; MLD - Moderate Learning Difficulty; PD - Physical Disability; SLCN - Speech, Language and Communication.
- Boarding: Yes
- Local authority: Wiltshire
- Pupils: 129
- Religion: Does not apply
- Latest Overall effectiveness Good 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 Good 1
- 1 Full inspection 29th September 2016
- Previous Ofsted grade: Outstanding on 28th November 2013
- Ofsted report: View the Ofsted report
What the school says...
Rowdeford is a state school for pupils with statements aged 11-16 with complex learning needs and social communication difficulties. We follow a values-based curriculum and promote learning outside the classroom (LOtC).
What the parents say...
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2015 Good Schools Guide Awards
- Best performance by Girls taking Speech & Drama at an English Comprehensive School (ELQ Band B)
Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
Rowdeford School is a secondary (11-16years), co-educational special school for pupils with complex learning difficulties. This includes pupils whose measured ability and attainment place them on either the moderate learning difficulties spectrum, or at the top end of the severe learning difficulties spectrum. Many also have associated medical conditions and /or syndromes. All are considered to be socially vulnerable. The school has boarding provision for up to 24 pupils. It also has a specialist centre for pupils with Autistic Spectrum Disorders, called the Prospect Centre. All pupils admitted to the school have a Statement of Special Educational Needs under the 1996 Education Act. The school caters for 122 pupils at present and is set to expand to 130.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|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||Y|
|PMLD - Profound and Multiple Learning Difficulty|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication||Y|
|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