St Stephens Community Academy
- St Stephens Community Academy
- Head: Mr W Hermon
- T 01566 772170
- F 01566 773 872
- E [email protected]…un.cornwall.sch.uk
- W www.ststephenscornwall.co.uk
- A state school for boys and girls aged from 2 to 11.
- Boarding: No
- Local authority: Cornwall
- Pupils: 241
- Religion: Does not apply
- Latest Overall effectiveness Outstanding 1
- Outcomes for children and learners Outstanding 1
- Quality of teaching, learning and assessment Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 16th January 2013
- Previous Ofsted grade: Satisfactory on 17th November 2009
- Ofsted report: View the Ofsted report
What the parents say...
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Overall school performance (for comparison or review only)
Special Education Needs
The school has an Area Special Unit attached which takes up to 10 children from the surrounding area who have profound, complex or severe learning difficulties, some with associated additional sensory defects; highly praised by Ofsted and is recognised as a centre of excellence. It has a highly experienced teacher who leads a large team of ancillaries. There is a very high staff/pupil ratio reflecting the level of pupil need. The children are integrated into the mainstream school on a planned basis for some lessons or social experience, and mainstream children integrate in to the Area Special Unit as well. Within the class the children follow an individualised curriculum based around Equals and P levels and Portage and they attend from around age 4-11 years. The class has a large, well equipped sensory room and a therapy room extension. Some children go to a hydrotherapy pool, others swim with the mainstream children and some go riding. In addition they have trips out and links to the local community. We have support from visiting professionals including occupational therapists, physiotherapists and speech therapists to name a few. Some children use switches to access toys and the computers. PECS communication books are encouraged for non-speaking children. Makaton sign language is also used and taught throughout the school. In addition there are children in our mainstream with milder disabilities across the range of special needs supported with IEPs under the direction of the SENCO.
|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||Y|
|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
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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