Weydon School A GSG School
- Weydon School
Weydon Lane
Farnham
Surrey
GU9 8UG - Head: Mrs Jackie Sharman
- T 01252 725052
- F 01252 717213
- E admissions@weydon…hool.surrey.sch.uk
- W www.weydonscho…l.surrey.sch.uk
- A state school for boys and girls aged from 11 to 16.
- Boarding: No
- Local authority: Surrey
- Pupils: 1,672
- Religion: None
- Open days: Please see school website for details.
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- Outcomes for children and learners Outstanding 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 25th April 2023
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Pupils are articulate, confident, polite and compliant. They are proud to attend the school and say they feel a responsibility to continue delivering on its excellent results. Each lesson begins with a ‘do it now task’ - a revision exercise which continually consolidates learning. Lovely broad curriculum with astronomy, business studies, politics, film studies and photography on offer at GCSE. Most popular options are...
What the school says...
Sought after secondary school rated first in Surrey for ‘state secondary schools without a sixth form’ by Sunday Times in 2024. The ‘exceptional teaching’ has been recognised by SSAT and the exciting curriculum and vast extracurricular offering supports the ethos of ‘inspiring minds’. The excellent facilities and opportunities of this large school are balanced by a nurturing small college approach to pastoral care. The vision is for every student to believe and achieve their potential, for a sense of belonging amongst the school community and an outlook that puts care for each other and the wider world at its core. ...Read more
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What The Good Schools Guide says
Head
Since 2019, Jackie Sharman who joined Weydon as head of science in 2001 following stints at state secondary schools in Surrey and Hampshire. Discovered a passion for teaching during a school placement as part of her degree in medical microbiology and biochemistry from the University of Surrey. A PGCE at the University of Exeter followed and led to her fascination with all matters pedagogical.
She was inspired by her own physics teacher who 'created a sense of belonging for me'. 'I want to do for others what he did for me,' she says. To this end, still teaches year 11 chemistry and leads whole school assemblies. 'We all respect her, she’s just like, wow,’ one boy says. 'You can tell she loves this school,' adds another. Her team say her...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
At Weydon School we aim to be fully inclusive so that all students, regardless of their strengths and difficulties in any area, are equally valued and are afforded the same opportunities to participate fully in and access school life. We make reasonable adjustments in order to include all students, remove barriers to learning and ensure equality of opportunity. Our experienced and dedicated team support students with a wide range of SEND. All teachers are provided with information on the needs of individual pupils so that they can plan the learning within our curriculum to ensure that all students are able to make progress and look after their well-being. As an inclusive school we aim for students to be supported in class, learning in lessons alongside their peers and not withdrawn from class. We work collaboratively with numerous agencies and providers, where appropriate, to support students and also facilitate regular staff professional development. We recognise that parental engagement is key and encourage partnership in co-production. We believe students are best supported when their voice is a central and integral part of the process.
| 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 |
Y |
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
Y |
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
Y |
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
Y |
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
Y |
| 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 |
Y |
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
Y |
| 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 |
Y |
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 | Description |
|---|---|---|---|
| South Farnham School | 2024 | 104 |
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