Wesc Foundation School
- Wesc Foundation School
- Head: Ms Tracy De Bernhardt Dunkin
- T 01392 454200
- F 01392 428 048
- E [email protected]
- W www.wescfoundation.ac.uk
- A special independent school for boys and girls aged from 4 to 19. Type of SEN provision: VI - Visual Impairment.
- Boarding: Yes
- Local authority: Devon
- Pupils: 11
- Religion: Does not apply
- 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 6th July 2017
- Previous Ofsted grade: Good on 16th July 2014
- Ofsted report: View the Ofsted report
What the parents say...
No comments received for Wesc Foundation School
Please login to post a comment.
Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
The Good Schools Guide writes: West of England School is a non-maintained special school catering for pupils who are visually impaired and may have additional disabilities. The school offers a free, three-day multi-professional assessment service for parents and LEAs. The assessment team comprises - consultant paediatrician, consultant ophthalmologist, orthoptist, therapists, mobility officers and specialist teaching staff. Requests for assessments are only accepted from parents. There is a flat on site for parents who require accommodation during the assessment period, or for those visiting the school. The decision to place a child at the school rests with the Local Education Authority in consultation with parents and on the basis of a multi-professional assessment written as a Statement of Special Educational Needs. Pupils follow the national curriculum which is delivered in braille and large print by specialist teachers with support assistants. All children have an Individual Education Plan (IEP) and where necessary receive individual training in braille, mobility, and independent living skills. A range of technologies: braille notetakers, screen magnification and readers, voice activated software etc are used. Services available include learning support, low-vision clinics and braille. In 2003 the school was named as an outstanding school and college by Her Majesty's Chief Inspector of Schools in his Annual Report.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder|
|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|
|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||Y|
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