Treloar School and College A GSG School
- Treloar School and College
Holybourne
Alton
Hampshire
GU34 4GL - Head: Martin Ingram
- T 01420 547400
- F 01420 542708
- E admissions@treloar.org.uk
- W www.treloar.org.uk/
- A special independent school and college for pupils aged from 5 to 25 with physical disabilities, some of whom also have sensory impairments, communication difficulties or learning disabilities
- Boarding: Yes
- Local authority: Hampshire
- Pupils: 172
- Religion: Non-denominational
- Open days: Please contact Treloar School direct
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Outstanding 2
- Early years provision Good 2
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 21st February 2024
- 2 Full inspection 16th January 2018
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: Good on 15th October 2014
- Ofsted report: View the Ofsted report
- Linked schools: Treloar College
What The Good Schools Guide says..
A textiles studio and a well-equipped photography studio along with adapted equipment – mounted cameras on wheelchairs, easy access buttons - enables students to learn and experiment to their heart's content. For creative souls, this is a fantastic place to be. At the Christmas concert, students were given a lit candle to carry through the audience onto the stage – a huge risk, the music teacher told us, but for them it’s a risk worth taking. Why? Because ...
What the school says...
Treloar School provides specialist education, independence training, medical support, opportunities and first class care for young people with physical disabilities, some of whom also have sensory impairments, communication difficulties or learning disabilities.
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What The Good Schools Guide says
Principal
Since 2016, Martin Ingram, previously principal of Woking College for 13 years. After studying history and philosophy with social sciences at the University of Bath, Ingram worked with Save the Children at a residential school for children with physical disabilities in Morocco. He then began his teaching career in 1988 at Esher College and joined Woking College as vice principal in 2001.
Parents say he is 'approachable and ready to listen. This goes for all staff and doors are always open or staff are at the end of the phone.’
Entrance
A school for students with physical difficulties and complex needs, the vast majority are wheelchair users. Conditions include cerebral palsy and muscular dystrophy, moderate-severe learning difficulty, visual and hearing impairment. Many students are non-verbal or require assisted communication.
...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Treloar School provides first class education, therapy, care and independence training for young people with physical disabilities from all over the UK. Students may have a sensory or communication impairment or a learning disability as well as being physically disabled. Academically our range is very broad - we offer the full National Curriculum and GCSEs, ASDAN and modular programmes at Key Stage 4. The majority of our students are wheelchair users. Physiotherapists, occupational therapists, speech and language therapists, teaching, care and nursing staff all work together to ensure each child achieves the best they can - in all aspects of life. Developing independence - of thought and action - is at the heart of what we do. We work to enable young people and equip them for the life they want. Our medical centre is staffed 24 hours a day and handles routine in-patient requirements, post-operative care and medical care and support for young people with life-limiting conditions such as Duchenne Muscular Dystrophy. Nov 09.
| 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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