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  • Thomas Telford School
    Old Park
    TF3 4NW
  • Head: Sir Kevin Satchwell
  • T 01952 200000
  • F 01952 293294
  • E [email protected]
  • W
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Telford and Wrekin
  • Pupils: 1,508; sixth formers: 600
  • Religion: Non-denominational
  • Open days: March for successful applicants
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 1
      • Early years provision Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 21st January 2009
  • Previous Ofsted grade: Outstanding on 16th May 2006
  • Ofsted report: View the Ofsted report

What says..

There is very much a Midlands business feel about the buildings - lots of glass, professional and motivational wall displays celebrating the many achievements of teams and individuals. The first thing you see as you enter the very corporate entrance hall is a big trophy cabinet, bursting with silver cups. Super confident and assertive, this is a head you would not want to get on the wrong side of.  More than 200 students (including more than 100 girl and boy footballers) play at levels ranging from district to national...

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What the school says...

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What The Good Schools Guide says


Since 1991, Sir Kevin Satchwell, who has been head here since its inception and rightly takes pride in the huge success story of his tenure. OU degree plus educational management diploma, Sir Kevin’s background is PE and he worked through head of department positions and deputy head role to his first headship at Moseley Park, Wolverhampton. Appointed to the new Thomas Telford with a brief to raise educational standards in Telford and Wolverhampton, Sir Kevin did just that and has sustained the upward trajectory. Many of the innovative ideas from the early days of the school are still in place and some have become educational mainstream eg smartboards and learning online.

Super confident and assertive, this is a head you would not want to get on the wrong side of. The...

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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

Thomas Telford School operates a whole school approach to special educational provision. This means that all staff are responsible for meeting special educational needs and have a responsibility for all students. Our objectives are to provide a curriculum which enables all students to realise their full learning potential. We target resources specifically for exceptionally able students and those with learning and physical difficulties and provide a whole school approach to Learning Support so that meeting special educational needs is an integral part of curriculum planning, delivery and assessment. We identify individual needs and provide appropriate support and utilise Information Technology fully so that students can take more control over their learning. The extra help and learning support that is provided may take a variety of forms. For example, a specially designed learning programme; assistance from an extra teacher, technician, parent or helper in the classroom; being taught individually or in small groups; using technological equipment, eg electronic spelling aids, radio microphones and software for specific skill training as well as full wheelchair access. Avoidance of labelling and non-segregation is fundamental to good practice. Each student is offered their curriculum entitlement, including the National Curriculum, within the context of the teaching area alongside their peers and subject teachers. Each student is given the opportunity to develop from their own starting point and progress at an appropriately challenging pace. Additionally, specialist teaching and resources are provided for students who require Learning Support. The School employs a full time Registered General Nurse.

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:

most years
quite often
sometimes, but not in this year

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