Thomas Mills High School A GSG School
- Thomas Mills High School
Saxtead Road
Framlingham
Woodbridge
Suffolk
IP13 9HE - Head: Mr Philip Hurst
- T 01728 723493
- F 01728 621098
- E inmail@thomasmills.suffolk.sch.uk
- W www.thomasmill….suffolk.sch.uk
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Suffolk
- Pupils: 994; sixth formers: 209
- Religion: Non-denominational
- Open days: Open Week in September with an Open Evening on the Wednesday. Two information evenings for sixth form, in November.
- Review: View The Good Schools Guide Review
-
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 24th January 2023
- Previous Ofsted grade: Inadequate on 23rd November 2021
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Remarkably tranquil, purposeful atmosphere, the school is calm and quiet, no shouting from pupils (or staff) and we saw more door holding and polite stepping aside than is common. Pupils and parents loud in praise of staff, 'they make us work', 'excellent teachers who stay long enough to see things through'. Some have taught parents and grandparents; this really is a community school. A sense of pride and belonging is fostered by the…
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What The Good Schools Guide says
Headteacher
Since 2013, Philip Hurst MA MBA FRSA (very early 40s). Previously deputy/acting head of Philip Morant School, Colchester, where he had taught history earlier in his career; assistant head, Manningtree High School; head of humanities, Thurstable School, Tiptree. Talent recognised early, as the return to Philip Morant School indicates. Inspired to enter teaching profession by the principal of his own school and believes in long term commitment of heads to their school; unimpressed with practice of heads whizzing around ‘troubleshooting’. Is proud of school’s reputation and thinks high academic standards reflect the excellence of the teaching and wide programme of extracurricular activities that all staff contribute to. Continues to teach his own subject – 'the biggest buzz of the week' - and is seen around corridors; ‘keeps good eye contact with pupils,’ we heard....
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
The school aims to provide for all pupils attending Thomas Mills High School and will try to meet the needs of as many pupils as possible in a flexible way.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment |
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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