Villa Real School
- Villa Real School
Villa Real Road
- Head: Mrs Jill Bowe
- T 01207 503651
- F 01207 500755
- E [email protected]
- W www.villareal.durham.sch.uk
- A state special school for boys and girls aged from 2 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; MLD - Moderate Learning Difficulty; PMLD - Profound and Multiple Learning Difficulty; SLD - Severe Learning Difficulty.
- Boarding: No
- Local authority: Durham
- Pupils: 87
- Religion: Does not apply
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 2
- Early years provision Good 2
- Outcomes for children and learners Good 2
- Quality of teaching, learning and assessment Good 2
- Effectiveness of leadership and management Good 2
- 1 Short inspection 20th November 2018
- 2 Full inspection 24th September 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: Good on 9th May 2012
- 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 Good Schools Guide writes: Villa Real School caters for pupils and with severe, profound and multiple learning difficulties and autistic spectrum disorders. In addition pupils may have a range of disabilities: ADD/ADHD, challenging behaviour, social and communication disorders, Down's syndrome, epilepsy, fragile X, multi-sensory impairment, semantic pragmatic disorder, visual impairment, dyspraxia, and Prader-Willi syndrome. The school has a number of specialist facilities including a sensory room, sensory garden, soft play room, hydrotherapy Pool, a fully furnished flat (for independence and life skills), sports hall, medical room and a dedicated conductive education suite. Conductive Education (CE), an educational programme for children with motor disabilities, which emphasises active learning in a group setting, is used where beneficial. Therapies available include: hydrotherapy, occupational therapy, speech and language therapy, and physiotherapy. Picture Exchange Communication System (PECS), sign language, TEACCH, etc are all used if appropriate. All pupils have a statement of special educational needs.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|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||Y|
|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||Y|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty||Y|
|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