Wimborne Infant School
- Wimborne Infant School
- Head: Mrs Julie Cragg
- T 023 9273 3783
- F 023 9229 8661
- E [email protected]….portsmouth.sch.uk
- W www.wimborne-i…rtsmouth.sch.uk
- A state school for boys and girls aged from 5 to 7.
- Boarding: No
- Local authority: Portsmouth
- Pupils: 209
- Religion: Does not apply
- Latest Overall effectiveness Good 1
- Outcomes for children and learners Good 2
- Quality of teaching, learning and assessment Good 2
- Effectiveness of leadership and management Good 2
- 1 Short inspection 27th February 2018
- 2 Full inspection 7th November 2013
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Previous Ofsted grade: Satisfactory on 25th January 2012
- Ofsted report: View the Ofsted report
This is not currently a GSG-reviewed school.
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Special Education Needs
All classes are mixed ability, and have a classroom assistant who works with children to support their learning. An additional special needs assistant works with children across the whole school, following specific programmes supplied by speech and language therapists, or educational psychologists. Another special needs assistant supports a child with a statement for autism. We have excellent links with health workers and speech and language therapists in supporting children with HI, VI and Downs Syndrome; and seek and act on their advice and guidance for children with specific needs. The support for children with special needs has been recognised as being very good in our last two Ofsted reports. All children's progress is tracked and monitored, those with special needs are found to achieve very well. We believe it is important to support children as early in their education as possible and put support mechanisms in place when problems are detected. We know that the support of parents is vital to children's success, and have very good links with the parents of children with special needs, meeting them informally and more formally each term to update IEPs. Learning support assistants go on training to improve their understanding of specific difficulties, the SENCO keeps up to date with developments by attending regular training, and whole school inset training has improved teachers’ awareness and understanding of dyslexia, autism, and communication difficulties.
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