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  • Washington Academy
    Spout Lane
    Washington
    Tyne and Wear
    NE37 2AA
  • Head: Dr Michael Beverley
  • T 0191 561 3845
  • F 01912 193848
  • E washington.school….sunderland.gov.uk
  • W www.washingtonacademy.co.uk
  • A state school for boys and girls aged from 11 to 16.
  • Boarding: No
  • Local authority: Sunderland
  • Pupils: 517
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 19th September 2013
  • Previous Ofsted grade: Satisfactory on 3rd May 2012
  • Ofsted report: View the Ofsted report

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Girls taking Use of Mathematics at an English Comprehensive School (Use of Mathematics - linked to FSMQ)
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.

Special Education Needs

At Washington School we have a variety of ways of meeting children's special educational needs. For those with Moderate Learning Difficulties (MLD), we offer Curriculum Access Provision, currently staffed by four specialist SEN teachers and 9 support assistants. This provision covers English and maths from Year 7 up to Year 11 for those children who need it, in additon to other subjects where it is felt that children are unable to integrate with mainstream classes. In KS4, children follow public exam courses to gain them the best possible qualifications, appropriate to their strengths and needs. Wherever possible, CAP children have lessons in mainstream classes with appropriate support. We also offer in-class support to children who don't need CAP specialist teaching. Our teaching staff are all fully qualified and as well as teaching in CAP, teach mainstream children in a variety of subjects. Our support staff have specialisms in dyslexia, speech and language difficulties and autistic spectrum disorders and we run regular extra classes and lunchtime activities for basic skills.

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

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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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