The Loyne Specialist School
- The Loyne Specialist School
- Head: Mrs Susan Campbell
- T 01524 64543
- F 01524 845118
- E [email protected]
- W www.loyneschool.org.uk
- A state special school for boys and girls aged from 2 to 19. Type of SEN provision: HI - Hearing Impairment; SLCN - Speech, Language and Communication; SpLD - Specific Learning Difficulty; VI - Visual Impairment.
- Boarding: No
- Local authority: Lancashire
- Pupils: 114
- Religion: Does not apply
- Latest Overall effectiveness Outstanding 1
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 24th April 2018
- 2 Full inspection 24th 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: Outstanding on 10th June 2010
- 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)
Special Education Needs
The Loyne School caters for pupils aged 2-19 with a range of learning difficulties. Pupils are grouped in small classes by age and there are high staffing ratios. For pupils on the autistic continuum particular attention is paid to their learning needs with emphasis placed on visual timetables, TEACCH style teaching and assistance with social skills. Pupils with more profound learning difficulties benefit from a sensory curriculum. Particular attention is paid to communication and this is a key focus in all our work. All pupils have a regular opportunity for inclusive learning with their peer groups from mainstream settings. The school is accessible for pupils with physical difficulties. In 2004 we were identified in HMCI report as an outstanding school. Our recent OFSTED inspection opens with: 'The Loyne is a stunning school. It gives excellent value for money and is outstandingly successful in changing pupils’ lives for the better. Excellent leadership, management and governance have brought about improvements across the board since the previous inspection and put the school in an enviable position to maintain its place at the forefront of education and care, not just locally, but also nationally.'
|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
|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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