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  • The Cedar School
    Redbridge Lane
    Nursling
    Southampton
    Hampshire
    SO16 0XN
  • Head: Mr Jonathan Howells
  • T 023 8073 4205
  • F 023 8073 8231
  • E [email protected]
  • W www.cedar.southampton.sch.uk
  • A state special school for boys and girls aged from 3 to 16.
  • Boarding: No
  • Local authority: Southampton
  • Pupils: 79
  • Religion: Does not apply
  • Ofsted:
    • 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 3rd July 2018
    • 2 Full inspection 5th June 2014

    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: Requires improvement on 18th September 2012
  • Ofsted report: View the Ofsted report

This is not currently a GSG-reviewed school.

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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

The Cedar School is a purpose built school for physically disabled children aged between 3 and 16 years. The children placed in the school may have a range of additional needs varying in complexity. These might include sensory impairments (e.g. hearing impairment, visual/perceptual difficulties). The children have a variety of disabilities - cerebral palsy, muscular dystrophy and spina bifida being the most common. Moreover, the severity of the disability varies greatly, as does the level of academic ability. Some children are completely mobile, others are totally confined to a wheelchair and have limited muscular control. The school is organised using an inter-disciplinary team approach. Senior members of staff form the management team, and each department of the school holds regular planning meetings at which all disciplines are represented. There are three teaching departments within the school: nursery, primary and secondary; each with a team leader who is responsible for the day to day running of the department. A broad and balanced curriculum is offered using the National Curriculum as a framework. The curriculum is differentiated to address individual special needs whatever these might be. Independence and motor education form part of our core curriculum. Every child has an individual education plan which is regularly reviewed at inter-disciplinary team meetings. Links have been established with mainstream schools and senior pupils attend Oaklands Community School as part of their education when appropriate. In order to provide children with the best possible chance of self reliance and independence, every effort is made to treat the disability as well as to seek ways of compensating for it. To this end, physiotherapy, hydrotherapy, occupational therapy and speech therapy are provided on the premises and there is close liaison with, and regular visiting by the school medical officer. Trained medical staff administer drugs and medicines as prescribed and are on permanent call should any emergencies arise. They also provide information and advice to parents on medical management.

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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