Watling View School
- Watling View School
Watling View
St Albans
Hertfordshire
AL1 2NU - Head: Mr Andy Scott
- T 01727 850560
- F 01727 864 391
- E admin@watlingview.herts.sch.uk
- W www.watlingview.herts.sch.uk
- A state special school for boys and girls aged from 2 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; PMLD - Profound and Multiple Learning Difficulty; SLD - Severe Learning Difficulty.
- Read about the best schools in Hertfordshire
- Boarding: No
- Local authority: Hertfordshire
- Pupils: 90
- Religion: Does not apply
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 2
- Early years provision Good 2
- Effectiveness of leadership and management Good 2
- 1 Short inspection 11th March 2020
- 2 Full inspection 21st June 2016
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: Requires improvement on 30th January 2014
- Ofsted report: View the Ofsted report
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
Watling View is an all age County special school which provides for children and young people who have severe learning difficulties. Watling View has excellent facilities and resources which enable us to provide pupils with the best possible educational opportunities. We have a specialised sports hall and hydrotherapy pool which make it possible for us to teach a wide variety of physical activities. We aim to develop and enhance the potential of our pupils through an ethos and philosophy which emphasises that we are all of equal value as members of an interdependent supportive community. We strive to ensure that all pupils have equal entitlement to the most appropriate curriculum and resources. We also aim to promote the personal and social development of pupils, enhance pupils self esteem, develop lively, imaginative, creative and enquiring minds, and develop the most appropriate communication skills for individual pupils. We enable pupils to acquire the knowledge, skills and attitudes that will enable them to contribute effectively within the home, school and wider community. However, we are not only concerned with the gaining of knowledge and skills, but also with the development of the whole person. We believe in the importance of giving our pupils a positive self-image and the confidence to enable them to function effectively in their environment. We ensure that they are as well prepared as possible for opportunities, experiences and responsibilities they meet as they progress through the school and into their adult lives.
| 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 |
Y |
| 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) |
Y |
| 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) |
|
| 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
Who came from where
| School | Year | Places |
|---|---|---|
| Colnbrook School | 2024 | 1 |
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