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  • Treloar School and College
    GU34 4GL
  • Head: Martin Ingram
  • T 01420 547400
  • F 01420 542708
  • E [email protected]
  • W
  • A special independent school for pupils aged from 2 to 22 with physical disabilities, some of whom also have sensory impairments, communication difficulties or learning disabilities.
  • Boarding: Yes
  • Local authority: Hampshire
  • Pupils: 170
  • Religion: Non-denominational
  • Fees: LAs are responsible for school placements – fees vary according to need. Private funding also accepted.
  • Open days: Please contact Treloar School direct
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 1
      • Early years provision Good 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 16th January 2018
  • Previous Ofsted grade: Good on 15th October 2014
  • Ofsted report: View the Ofsted report
  • Linked schools: Treloar College

What says..

A textiles studio and a well-equipped photography studio along with adapted equipment – mounted cameras on wheelchairs, easy access buttons - enables students to learn and experiment to their heart's content. For creative souls, this is a fantastic place to be. At the Christmas concert, students were given a lit candle to carry through the audience onto the stage – a huge risk, the music teacher told us, but for them it’s a risk worth taking. Why? Because ...

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What the school says...

Treloar School provides specialist education, independence training, medical support, opportunities and first class care for young people with physical disabilities, some of whom also have sensory impairments, communication difficulties or learning disabilities.

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What The Good Schools Guide says


Since 2016, Martin Ingram, previously principal of Woking College for 13 years. After studying history and philosophy with social sciences at the University of Bath, Ingram worked with Save the Children at a residential school for children with physical disabilities in Morocco. He then began his teaching career in 1988 at Esher College and joined Woking College as vice principal in 2001.

Parents say he is 'approachable and ready to listen. This goes for all staff and doors are always open or staff are at the end of the phone.’

Mia Dodsworth joined as head of school in January 2018. She has 13 years’ experience in complex special educational needs, seven as a senior leader and head teacher. She is also a qualified teacher of the visually...

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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

Treloar School provides first class education, therapy, care and independence training for young people with physical disabilities from all over the UK. Students may have a sensory or communication impairment or a learning disability as well as being physically disabled. Academically our range is very broad - we offer the full National Curriculum and GCSEs, ASDAN and modular programmes at Key Stage 4. The majority of our students are wheelchair users. Physiotherapists, occupational therapists, speech and language therapists, teaching, care and nursing staff all work together to ensure each child achieves the best they can - in all aspects of life. Developing independence - of thought and action - is at the heart of what we do. We work to enable young people and equip them for the life they want. Our medical centre is staffed 24 hours a day and handles routine in-patient requirements, post-operative care and medical care and support for young people with life-limiting conditions such as Duchenne Muscular Dystrophy. Nov 09.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
English as an additional language (EAL)
Has an entry in the Autism Services Directory
Has SEN unit or class Y
HI - Hearing Impairment
Hospital School
Mental health
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

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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