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  • St Anthony's School
    Woodlands Lane
    Chichester
    West Sussex
    PO19 5PA
  • Head: Miss Helen Ball
  • T 01243 785965
  • F 01243 530 206
  • E [email protected]
  • W www.st-ants.org/
  • A state special school for boys and girls aged from 4 to 16. Type of SEN provision: ASD - Autistic Spectrum Disorder; MLD - Moderate Learning Difficulty; SLCN - Speech, Language and Communication.
  • Boarding: No
  • Local authority: West Sussex
  • Pupils: 222
  • Religion: Does not apply
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Outcomes for children and learners Outstanding 2
      • Quality of teaching, learning and assessment Outstanding 2
      • Effectiveness of leadership and management Outstanding 2
    • 1 Short inspection 30th November 2016
    • 2 Full inspection 30th November 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 27th May 2010
  • Ofsted report: View the Ofsted report

What says..

We met a lively, chatty, key stage one group having time in the library; this session was as much about getting them to transition to a different environment and different staff as about literacy. Children are assessed through the school’s own system known as St Anthony’s Steps. Teachers create learning journals, which provide picture evidence and observations to show children acquiring key skills. Parents can download an overview. An unusual provision here is DMP (dance therapy), which primary pupils have once a week on the curriculum, to explore their feelings through dance and movement. ‘It is all about ...

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What The Good Schools Guide says

Head

Since 2012, Helen Ball. Really has spent her entire career here, beginning with her teaching practice in 1996, and then stepping through head of the PE department and assistant head posts. Clearly a place that gets under the skin – her deputy and line manager of the primary school Ruth Aspden has been here even longer, and most of the senior team have been in place for a decade or more.
Ball has seen a near-doubling of pupil numbers in her time, and she still teaches swimming as a way of getting to know them all. ‘Never wanted to be a head at the start, I wanted to teach football,’ she says. That interest provides a way in with pupils, prompting conversations around how Pompey or Brighton and Hove did at the weekend...

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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

School caters for pupils with moderate learning, speech and language difficulties.

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
Hospital School
Mental health
MLD - Moderate Learning Difficulty Y
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 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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