Royal School, Manchester
- Royal School, Manchester
Stanley Road
Cheadle Hulme
Stockport
Cheshire
SK8 6RQ - Head: Mrs Emma Houldcroft
- T 0161 610 0100
- F 01616 100101
- E info@seashelltrust.org.uk
- W www.seashelltrust.org.uk
- A special independent school for boys and girls aged from 4 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; HI - Hearing Impairment; MSI - Multi-Sensory Impairment; SLCN - Speech, Language and Communication.
- Boarding: Yes
- Local authority: Stockport
- Pupils: 51
- Religion: Does not apply
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 16th November 2022
- 2 Full inspection 16th October 2012
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 8th December 2009
- Ofsted report: View the Ofsted report
What the school says...
Royal School Manchester is a day and residential, non-maintained special school (NMSS), offering high-quality provision for students from 2-19 years.
Students attending Royal School have profound and complex learning and communication difficulties. A significant number of our students have either single or multiple sensory impairments, as well as other individual needs associated with complex communication impairments e.g. Autism Spectrum Conditions.
Total communication
In order to meet the diverse needs of our learners we have adopted a total communication approach incorporating sign, speech, symbols (including PECS), objects of reference, photographs and real objects as appropriate to support the learning of the individual. Communication underpins everything we do.
Recently judged Outstanding (October 2012) for the second consecutive time, Royal School Manchester is regarded, as a national centre of excellence for young people with profound and complex low incidence special educational needs.
Therapy is embedded throughout the school day with school based therapists working in collaboration with teachers and support assistants to ensure a holistic approach to meeting needs. ...Read more
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
The Royal School for the Deaf and Communication Disorders (RSDCD) is a mixed day and residential co-educational, non maintained special school with a college department. RSDCD caters for those students who have severe and complex learning difficulties, combined with significant communication difficulties, which include very limited or no oral language. We are currently divided into three departments which have different curriculum and communication emphases: deaf/severe learning difficulties support; autism support; and multi sensory support. The delivery of the school and extended curriculum is supported by a multi disciplinary team: Educational Psychologist, SALTs, OT, Physiotherapists, Audiologist, medical staff, link worker and Musician in Residence. RSDCD have very good recent Ofsted, Ofsted ALI and CSCI inspection reports and the Post 16 department was commended 'outstanding' in 2005 HMCI report.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | |
| Attention Deficit Hyperactivity Disorders | |
| 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 | Y |
| Hospital School | |
| Mental health | |
| MLD - Moderate Learning Difficulty | |
| MSI - Multi-Sensory Impairment | Y |
| 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 | 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
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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