The Collett School
- The Collett School
Lockers Park Lane
- Head: Mr Stephen Hoult-Allen
- T 01442 398988
- F 01442 394 317
- E [email protected]
- W www.collett.herts.sch.uk
- A state special school for boys and girls aged from 4 to 16. Type of SEN provision: ASD - Autistic Spectrum Disorder; MLD - Moderate Learning Difficulty; MSI - Multi-Sensory Impairment; SLCN - Speech, Language and Communication.
- Boarding: No
- Local authority: Hertfordshire
- Pupils: 121
- Religion: Does not apply
- Latest Overall effectiveness Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 16th October 2018
- Previous Ofsted grade: Good on 27th February 2014
- Ofsted report: View the Ofsted report
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
The Collett School is funded for 128 pupils between the ages of 5 and 16. who have moderate learning difficulties. All pupils have statements of special educational needs. Pupils may enter the school and transfer to another school at any age according to their special educational needs. The school is supported by visiting specialists including speech and language, educational psychology, physiotherapy and occupational therapy and Connexions advisers. The curriculum includes all the activities that the school provides for pupils. This includes the National Curriculum, which is modified and adapted to ensure pupils have access to it. We aim to help each child to develop their strengths and to develop in those areas they have difficulty in. Pupils are referred to the school for admission from Children, Schools and Families, SEN. They will have been assessed as having moderate learning difficulties. In addition they may have mild physical difficulties, social and emotional difficulties, or a particular syndrome, e.g. Autism. At The Collett School we feel that all pupils, staff, parents, families, friends and colleagues from the wider community have a valuable part to play in school life. We recognise and praise individual achievement and success. We welcome views and suggestions from children and adults. We try to create a happy and stimulating environment where pupils and adults can work and learn together effectively.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|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||Y|
|MSI - Multi-Sensory Impairment||Y|
|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||Y|
|SLD - Severe Learning Difficulty|
|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