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  • Royal School, Manchester
    Stanley Road
    Cheadle Hulme
    SK8 6RQ
  • Head: Mrs Anne Gough
  • T 0161 610 0100
  • F 01616 100101
  • E [email protected]
  • W
  • 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: 49
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Effectiveness of leadership and management Outstanding 2
    • 1 Short inspection 27th September 2016
    • 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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Please note: 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

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
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 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:

most years
quite often
sometimes, but not in this year

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