The Forest School
- The Forest School
- Head: Mrs Michelle Farr
- T 01423 864583
- F 01423 861145
- E [email protected]
- W www.forest.n-yorks.sch.uk
- A state special school for boys and girls aged from 2 to 16. Type of SEN provision: HI - Hearing Impairment; SLCN - Speech, Language and Communication; SpLD - Specific Learning Difficulty; VI - Visual Impairment.
- Boarding: No
- Local authority: North Yorkshire
- Pupils: 113
- Religion: Does not apply
- Latest Overall effectiveness Outstanding 1
- Early years provision Outstanding 2
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 18th December 2019
- 2 Full inspection 10th June 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 15th November 2011
- 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 Good Schools Guide write: The Forest Schools caters for a variety of special needs including moderate and severe learning difficulties, autistic spectrum disorders, physical difficulties and language and communication disorders. All pupils have statements of special educational needs and are referred via North Yorkshire LEA. The school works closely with other schools in Knaresborough to offer mainstream inclusion opportunities for the children. Inclusion is carefully thought through and planned for. There is a purpose built nursery and some specialist accommodation including facilities for art, DT, science, food technology and ICT. The school employs a part-time speech and language therapist and has access to local health care trust staff including a physio and occupational therapist. School were proud recipients of the DfES School Achievement Award for the high standards attained in 2002 and 2003.
|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||Y|
|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||Y|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty||Y|
|VI - Visual Impairment||Y|
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