Weydon School
- Weydon School
Weydon Lane
Farnham
Surrey
GU9 8UG - Head: Mrs Jackie Sharman
- T 01252 725052
- F 01252 717213
- E admissions@weydon…hool.surrey.sch.uk
- W www.weydonscho…l.surrey.sch.uk
- A state school for boys and girls aged from 11 to 16.
- Boarding: No
- Local authority: Surrey
- Pupils: 1646
- Religion: None
- Open days: Wednesday 18 September 2024 (4-7pm) with other opportunities to visit the school. See website.
-
Ofsted:
- Latest Overall effectiveness Good 1
- Outcomes for children and learners Outstanding 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 25th April 2023
- Ofsted report: View the Ofsted report
What the school says...
Sought after secondary school rated 1st in Surrey for ‘state secondary schools without a sixth form’ by Sunday Times in 2023. The ‘exceptional teaching’ has been recognised by SSAT and the exciting curriculum and vast extra-curricular offering supports the ethos of ‘inspiring minds’. The excellent facilities and opportunities of this large school are balanced by a nurturing small college approach to pastoral care. The vision is for every student to believe and achieve their potential, for a sense of belonging amongst the school community and an outlook that puts care for each other and the wider world at its core. ...Read more
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
Subject results
Entry/Exit
Special Education Needs
At Weydon School we aim to be fully inclusive so that all students, regardless of their strengths and difficulties in any area, are equally valued and are afforded the same opportunities to participate fully in and access school life. We make reasonable adjustments in order to include all students, remove barriers to learning and ensure equality of opportunity. Our experienced and dedicated team support students with a wide range of SEND. All teachers are provided with information on the needs of individual pupils so that they can plan the learning within our curriculum to ensure that all students are able to make progress and look after their well-being. As an inclusive school we aim for students to be supported in class, learning in lessons alongside their peers and not withdrawn from class. We work collaboratively with numerous agencies and providers, where appropriate, to support students and also facilitate regular staff professional development. We recognise that parental engagement is key and encourage partnership in co-production. We believe students are best supported when their voice is a central and integral part of the process.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | Y |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | Y |
| Dysgraphia | Y |
| Dyslexia | Y |
| Dyspraxia | Y |
| English as an additional language (EAL) | Y |
| Genetic | Y |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | Y |
| Hospital School | |
| Mental health | Y |
| MLD - Moderate Learning Difficulty | Y |
| MSI - Multi-Sensory Impairment | Y |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | Y |
| Other SpLD - Specific Learning Difficulty | Y |
| PD - Physical Disability | Y |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | Y |
| 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
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:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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