- Shaftesbury School
- Head: Mr Mark Blackman Bsc (Hons) Cert Ed
- T 01747 854498
- F 01747 851208
- E firstname.lastname@example.org
- W www.shaftesburyschool.com
- A state school for boys and girls aged from 11 to 18.
- Boarding: Yes
- Local authority: Dorset
- Pupils: 1073
- Religion: Church of England
- Latest Overall effectiveness Good 1
- Outcomes for children and learners Good 2
- Quality of teaching, learning and assessment Good 2
- Effectiveness of leadership and management Good 2
- 1 Short inspection 17th May 2017
- 2 Full inspection 17th May 2013
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: Satisfactory on 9th June 2011
- Ofsted report: View the Ofsted report
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2015 Good Schools Guide Awards
- Best performance by Boys taking Hospitality / Catering at an English Comprehensive School (BTEC Certificate Level 3)
State boarding school
Special Education Needs
We believe that all children with special educational needs should be offered full access to a broad balanced and relevant education. Our team of specialist staff coordinates educational provision for these students through the RAD. We recognise that parents hold key information and have knowledge and experience to contribute to the shared view of a child's needs and the best way of supporting them. Indeed the children themselves often have their own views of the kind of help they would like to make the most of their education. To this end we are keen to develop a partnership with parents to enable these students to achieve their full potential. All children on the register have an Individual Education Plan, providing the scaffolding to support their learning. By breaking down existing levels of attainment into finely graded steps and targets, we ensure that children experience success. We acknowledge their entitlement to share the same experiences that their peers enjoy. Whenever possible we do not withdraw children from the classroom situation. However there are times when, to maximise learning, we ask children to work in small groups or on a one-to-one basis. Where significant levels of need fall within the autistic spectrum, we have a small integration group that provides vulnerable students with a safe environment. During transition these students have access to core curriculum and a programme of desensitisation that allows this access to increase. Provision for children wtih special educational needs is a matter for the school as a whole and we have a continuous cycle of planning, teaching and assessing which takes account of the wide range of abilities, aptitudes and interests of children.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Aspergers Syndrome [archived]|
|Attention Deficit Hyperactivity Disorders||Y|
|Attention Deficit Hyperactivity Disorders [archived]|
|CReSTeD registered for Dyslexia|
|Delicate Medical Problems [archived]|
|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|
|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|
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The data is based on actual admissions from the schools years September 2012 – August 2015 inclusive. Data from the school year September 2015 – August 2016 will be available in 2017.
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