St Edmund's Girls' School
- St Edmund's Girls' School
- Head: Mrs Nicola Bull
- T 01722 328565
- F 01722 421391
- E [email protected]
- W www.st-edmunds.eu
- A state school for girls aged from 11 to 16.
- Boarding: No
- Local authority: Wiltshire
- Pupils: 876
- 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 6th February 2018
- 2 Full inspection 20th March 2015
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: Good on 13th January 2011
- Ofsted report: View the Ofsted report
What the school says...
Converted to an academy 2012
What the parents say...
No comments received for St Edmund's Girls' School
Please login to post a comment.
Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
We are an inclusive school and strive to ensure that all students feel that they are supported in reaching their full potential. We are a named SpLD unit with places for six statemented students, two members of staff are currently undertaking courses in SpLD. We also have a students' support area which is open to all. Some SpLD students are withdrawn from a small number of classes for specific support and guidance regarding literacy. In KS3 some students are disapplied from one MFL in order to work on basic literacy and numeracy skills and in KS4 some students take learning support as an option. These groups have been set up in order to ensure the students receive the support they need without having to catch up on work missed when withdrawn from an occasional lesson. Most of our support is carried out in the classroom with subject specialist teaching assistants. Teaching assistants sometimes withdraw small groups of students from the class to work on the subject/topic being studied in a different way with a higher adult:student ratio. Teaching assistants and teachers work closely together. There are opportunities for students to access support with homework and to attend small group sessions in order to improve skills such as fine and gross motor, social skills, sequencing and planning etc.During the first 6 weeks all students are monitored by teaching and support staff and all hard data collated. Decisions about who may need support are made around the first half term. Parents are informed of any concerns and are invited to comment or meet with the LS co-ordinator. IEPs are drawn up and distributed to teaching staff and parents.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder|
|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|
|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||Y|
|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
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
Who came from where
|Salisbury Cathedral School||2017||1|
The Good Schools Guide newsletter
Educational insight in your inbox. Sign up for our popular newsletters.