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Day-to-day, the atmosphere is serene. Students are courteous and smiley as they make their unhurried way around the main college buildings, which have the feel of a cathedral crossed with a military academy – austere and magnificent in equal parts and requiring near-constant maintenance. The latest refurbishment focused on the science labs and used money raised on the occasion of the college’s 450th anniversary. Rugby and cricket coaching by professionals but parents would welcome a...

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All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.

What The Good Schools Guide says

Headmaster

Since September 2019, Matthew Mostyn, previously second master at Stonyhurst. Educated at Downside; degree from Exeter. Taught French and German at Cheltenham College, then 14 years at Shrewsbury, including 10 as a housemaster. He is a literary translator and amateur organist and pianist, has directed numerous plays and was an officer in the CCF. Sporty too – a level four rowing coach, he has also coached rugby and still enjoys skiing, country sports, dog walking and – in quieter moments – a good book and The Times crossword. A practising Catholic, in common with 35 per cent of his students. ‘We’re very proudly a Catholic school,’ he says, ‘it’s why St Ed’s exists. But Catholicism is something we propose rather than impose. We are saying: here it is, this is what we believe, this...

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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

St Edmund’s College is an inclusive school and offers provision to support students with specific needs. There is an expectation that all students, irrespective of their needs, should be offered inclusive teaching and learning which will enable them to progress in school and beyond, to the best of their ability. We use the terminology Special Educational Needs and Disabilities (SEND) and Learning Difficulties and Disabilities (LDD). High-quality teaching, with suitable differentiation, will meet the needs of the majority of our students. Some students will need support which is ‘additional to’ and ‘different from’ that which is provided for the majority of students: this is special educational provision. All students with special educational needs will be fully integrated into all mainstream lessons and all aspects of College life. All teachers at St Edmund’s College should see themselves as teachers of students with special educational needs, following good practice in this area. In-class support is provided by members of the Department: the College does not offer support through withdrawal from other subject lessons. The College welcomes visiting practitioners from outside agencies, such as educational psychologists, speech, language and communication therapists, sensory impairment specialists and counsellors. Following consultation with parents, support from these and other external practitioners can be arranged for students according to individual need. In order to meet the identified need of each pupil at the College, the following support is available: - Support by class teachers through differentiated classroom strategies - In-class support from members of the Learning Support Department - Study Support (offering help with homework) as part of the Enrichment-Activities Programme during co-curricular time - Voluntary lunchtime support for reading comprehension is offered for selected students - Study Skills Regular ‘Study Skills’ workshops for all students are arranged by the Director of Studies in conjunction with ‘Elevate Education’. This forms part of the on-going Personal, Social and Health Education programme which is delivered by form tutors. Examination Access Arrangements The department undertakes specialist assessment and completion of the application of the examination access arrangements within the College. Should parents wish to commission a private assessment (e.g. educational psychologist) this must be discussed prior to the assessment with the Head of Learning Support, otherwise, in accordance with JCQ regulations, it cannot be accepted by the College to apply for access arrangements, although it will be accepted as providing details of the student’s learning needs. Further information is available directly from the Head of Learning Support, Susanne Nicholson, or Deputy Head of Learning Support, Nikki Wells.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia Y
Dysgraphia Y
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL) Y
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class Y
HI - Hearing Impairment Y
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty Y
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 Y
VI - Visual Impairment

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