- Shaftesbury School
- Head: Mr Tim Farrer
- T 01747 854498
- F 01747 851208
- E [email protected]
- W www.shaftesburyschool.com
- A state school for boys and girls aged from 11 to 18.
- Boarding: Yes
- Local authority: Dorset
- Pupils: 1076
- 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
This is not currently a GSG-reviewed school.
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State boarding school
Overall school performance (for comparison or review only)
Results by exam and subject
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.
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
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