- Wellington School
- Head: Stuart Beeley
- T 0161 928 4157
- F 01619 279147
- E [email protected]
- W www.wellington…trafford.sch.uk
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Trafford
- Pupils: 1387
- Religion: None
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 3rd March 2017
- Previous Ofsted grade: Good on 26th June 2013
- Ofsted report: View the Ofsted report
What the school says...
Converted to an academy 2011.
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
Special Education Needs
Support for Learning at Wellington School At the heart of Wellington School operates a cycle of planning, teaching and assessment, which takes into account the wide range of abilities, aptitudes and interests of all our pupils. Many students have a form of special need at some point in their school careers. These needs may be met by extra help with reading, writing, numeracy, or by special support for sensory, communication, physical, emotional or behavioural difficulties. At Wellington School we have a Special Educational Needs Co-Ordinator and a team of Classroom Assistants who aim to provide specialised help to both pupils and subject teachers. How is learning support offered? Learning support for the least able takes the form of work in small groups, concentrating especially on the basics of numeracy and literacy. Certain pupils may be withdrawn from some mainstream lessons for a time, to help them with a general or specific difficulty by providing additional help. A partnership with parents. The pupils themselves are fully involved in all stages of decision making, the setting of goals and targets, assessment, and the review of their progress. However, we recognise that parents also play a vital part in a child's education, and that learning does not just take place in school. Therefore we encourage parents to offer their own special support with homework and with practicing skills and exercises. Parents can often provide essential highlights and information about the difficulties their child may be experiencing and we are dedicated to building an effective relationship based on good communication and shared responsibility. Partnerships with others We share responsibility for the provision of learning support with the Local Educational Authority. Wellington School has regular access to the services of an Educational Psychologist who comes into school to help monitor progress, provide assessment, offer advice, and who supports the school, the parents and the pupils. Wellington School is acknowledged as a caring, secure environment, with a very strong pastoral system, and with a committed and dedicated staff. We also have access to the services of outside agencies including the Authority's Learning Support Service, Sensory Impairment Support Service, Special Support Service, Behaviour Support Service and medical help through the School Nurse.
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
Who came from where
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