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  • Winterbourne Academy
    High Street
    BS36 1JL
  • Head: Mrs Victoria Boynton
  • T 01454 252000
  • F 01454 250404
  • E [email protected]
  • W
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: South Gloucestershire
  • Pupils: 1759
  • Religion: None
  • Open days: Early October
  • Ofsted:
    • 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 10th May 2022
  • Ofsted report: View the Ofsted report

This is not currently a GSG-reviewed school.

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Please note: 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 Ridings' Federatiom Winterbourne Interntional Academy has a commitment to inclusion via its "achieving success through motivation, knowledge and skills" theme. To ensure each student achieves their potential, the Academy actively seeks to overcome any barriers to learning that may exist for individual students. In support of this, the Academy has developed a Learning Support Base and a Behaviour for Learning Centre (B4LC), which helps students who would otherwise be excluded, be reintegrated into the classroom. Given our diverse student population, the Academy's support procedures are broad, flexible and comprehensive and offer our students every opportunity to progress. Within the Student Support Procedures framework lies an assessment and screening process which underpins the whole process. We have found through experience that those students who are not performing at a secure Level 4 or above in English are more likely to fall into a cycle of frustration, loss of self-confidence and sometimes, academic performance below their actual level of ability. Our aim is to access all students in Year 7, to screen for those who may have specific learning difficulties which we have not been informed about, and to identify those students who we feel may fall behind as the demands of secondary education cause them to fall into the cycle of disaffection and under achievement. The aim of the whole assessment process is three-fold: 1) to gather as much information as possible about educational attainment to date and to obtain an indication of underlying ability or potential; 2) to identify, using diagnostic tests, specific problems to pinpoint where problems lie, to give an indication of the type of support, if any, that will be necessary; and 3) to determine whether further assessment by an Educational Psychologist or the Specialist Learning Support Co-ordinator within the Academy is indicated. Nov 09

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:

most years
quite often
sometimes, but not in this year

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