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  • Wennington Hall School
    Lodge Lane
    Wennington
    Lancaster
    Lancashire
    LA2 8NS
  • Head: Mr Graham Steele
  • T 015242 21333
  • F 01524 222 140
  • E [email protected]
  • A state special school for boys aged from 11 to 16. Type of SEN provision: SEMH - Social, Emotional and Mental Health.
  • Boarding: Yes
  • Local authority: Lancashire
  • Pupils: 77
  • 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 8th December 2016
  • Previous Ofsted grade: Outstanding on 5th July 2012
  • Ofsted report: View the Ofsted report

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Boys taking Hospitality / Catering at an English Comprehensive School (BTEC Certificate Level 1)

2016 Good Schools Guide Awards

  • Best performance by Boys taking Tourism at an English Comprehensive School (BTEC Certificate Level 1)
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

Wennington Hall is a school where education is regarded as the foundation stone for each pupil’s future, individuals are valued for themselves and where all are expected to give their best. We believe in equality and in the equality of opportunity for all children. Wennington Hall caters, on a residential or day basis, for the needs of 70 boys of secondary age who have difficulties associated with their academic, social, emotional, and/or behavioural development. Pupils come to our school when they have been referred through one of the Lancashire Area Education Offices/SEN Assessment and Psychology Managers because it is felt, that mainstream education is inappropriate for them. We believe all children have basic rights of individuality, respect and dignity. As with any school, our chief aim is the education of the pupils in our charge, but education in a positive, secure and caring environment. The needs of the individual are paramount and, thanks to a generous pupil/teacher ratio, can be planned and catered for. Class sizes vary from 4 to 8. Each class has a qualified teacher with special needs experience and most classes also have a Special School Assistant. It is therefore possible to offer pupils more individual attention than could normally be afforded in a mainstream school and to provide programmes of study tailored to meet the particular needs of the individual. The Special School Assistants also operate a One-to-One Programme where extra help can be given for pupils to develop 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
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 Y
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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