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  • Wayland Academy Norfolk
    Merton Road
    Watton
    Thetford
    Norfolk
    IP25 6BA
  • Head: Mr Glen Allott
  • T 01953 881514
  • F 01953 885677
  • E [email protected]
  • W www.waylandacademy.org.uk
  • A state school for boys and girls aged from 11 to 16.
  • Boarding: No
  • Local authority: Norfolk
  • Pupils: 571
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Inadequate 1
      • Outcomes for children and learners Requires improvement 1
      • Quality of teaching, learning and assessment Requires improvement 1
      • Personal development, behaviour and welfare Inadequate 1
      • Effectiveness of leadership and management Inadequate 1
    • 1 Full inspection 28th April 2017
  • Previous Ofsted grade: Good on 28th February 2013
  • Ofsted report: View the Ofsted report

What the parents say...

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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

The SEN Department at Wayland Community High School is a large one currently employing a SENCO and fifteen Learning Support Assistants. The LSAs are a mixture of full and part time staff. LSAs are deployed in a number of ways: some are employed specifically for individual pupils; some are for general support; one is employed specifically for pupils with Specific Learning Difficulties; one is employed for a new initiative - the Gold Curriculum group - with others in the team also supporting this group; one is employed part of the time for Boys' Achievement support. The SENCO, Mrs Tyler, holds the OCR certificate for Specific Learning Difficulties and also the additional modules to enable her to assess pupils for exam dispensation. The school has provision, called an Additionally Resourced Facility (ARF) for pupils with Specific Learning Difficulties (dyslexia). The provision is for six pupils at any given time, places being awarded via Pupil Access and Support Services. These pupils benefit from additonal teaching from the SENCO of up to three hours per week as well as a high level of in-class support. There are a number of pupils in school who are Aspergers, with a varying range of needs. The school is experienced in including these children. The Gold Curriculum group is essentially a nurture group for weak or vulnerable pupils who find it difficult to make the transition from primary school and who therefore may dip in achievement in Year 8. The numbers of teachers they meet in a week are limited: pupils attend some subjects such as Maths, Science, PE and Music but the rest of their lessons are cross-curricular in their tutor room. The SENCO manages the group but it is taught by their form tutor with high in-class support. The SEN Department also manages the Success Maker IT program which addresses weaknesses in literacy and numeracy.

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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