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  • Swalcliffe Park School Trust
    Swalcliffe
    Banbury
    Oxfordshire
    OX15 5EP
  • Head: Mr K Hingorani
  • T 01295 780302
  • F 01295 780006
  • E [email protected]
  • W swalcliffepark…app/os#!/home-2
  • A special independent school for boys aged from 11 to 19 with autism spectrum disorder
  • Boarding: Yes
  • Local authority: Oxfordshire
  • Pupils: 55; sixth formers: 15
  • Religion: None
  • Fees: Paid for by Local Authorities.
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes 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 14th May 2015
  • Previous Ofsted grade: Outstanding on 19th January 2012
  • Ofsted report: View the Ofsted report

What says..

Though first impressions were more suggestive of a Georgian country house than a special school for high functioning ASD boys, in the distance a couple of boys lounged on the lawns and the shouts of a football game could be heard on a hidden Astroturf. The tranquillity was therapeutic. ‘It has a calming influence on everyone,’ said one mum. For a population who finds team sports a challenge, (‘we’ve a school of 46 individuals,’ said the head of care), we were impressed to see…

Read review »

What the school says...

Swalcliffe Park is a specialist residential and day school for boys aged 10-19 who have needs arising from their autism spectrum conditions. Across the educational day and residential settings, the school emphasises the development of students communication, independence, self-management and personalised achievement. It has received five consecutive 'Outstanding' Ofsted ratings.

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Boys taking Cookery Domestic at an English Independent School (BTEC Award Level 1)

What The Good Schools Guide says

Principal

Since 2011, Kiran Hingorani BSc PGCE MEd (50s). Hails from Tyneside and read biological sciences at Newcastle University before training as a teacher. Whilst a schoolboy at Stonyhurst College (‘Not the happiest years of my life, I must admit’), engaged in a school project organising holidays for disadvantaged children, which inspired him to a career in SEN. A brief period in mainstream, followed by seven years at Percy Hedley School in Newcastle for children with cerebral palsy and communication difficulties, prior to joining Alderwasley Hall School Derbyshire in 1995, later promoted to principal. Before arriving at Swalcliffe Park, travelled the world as a volunteer in community development projects, then as education advisor for CISV International, working with peace education and development projects. Now firmly rooted in the Cotswolds, ‘my last staging post’, and using...

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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

Swalcliffe Park School is a non-maintained special school that provides residential education and care for boys aged 11 to 19. All young people referred to the school will have a Statement of Special Educational Needs. The majority of our students will have a diagnosis of Social, Emotional and Behavioural Difficulties or Autistic Spectrum Disorder. Our main aim and purpose is to provide a child-centred, non-confrontational, caring and supportive, integrated care and educational service for young people whose educational and social welfare needs cannot currently be met within a mainstream school.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
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 Y
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
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
VI - Visual Impairment

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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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