Wightwick Hall School A GSG School
- Wightwick Hall School
Tinacre Hill
Compton
Wolverhampton
West Midlands
WV6 8DA - Head: Ceri Rowley
- T 01902 761889
- F 01902 765080
- E headteacher@wight…hall.staffs.sch.uk
- W www.wightwickh…l.staffs.sch.uk
- A state special school for boys and girls aged from 11 to 19 with autism, moderate and severe learning difficulties, social, emotional and mental health difficulties, and physical impairments.
- Boarding: Yes
- Local authority: Staffordshire
- Pupils: 102; sixth formers: 25
- Religion: Does not apply
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 1 Short inspection 30th March 2022
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.
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Students learn about teamwork and communication while studying project management. They have their say on issues such as behaviour and the curriculum through student councils — these groups are self-managed, but overseen by a teacher. Difficulties students faced getting work experience led staff at Wightwick to set up the Work to Work charity, in an effort to remove the barrier when special needs are mentioned. Potential employers are contacted by a school liaison office ...
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What The Good Schools Guide says
Head of school
Since September 2022, Ceri Rowley. A lengthy teaching career started in North Wales as lead practitioner in supporting students with their social, emotional and health needs, before taking up a SENCo role in a mainstream school in Shropshire. More recently, deputy headteacher in an alternative provision in Dudley.
Entrance
Must have an EHCP. Students come from all over the Midlands. The transition process is ‘great,’ said one parent. ‘He coped really well. I think that was due to having the timetable for September in July, so in the summer we were able to explain where he was going, what day he’d got what lessons, who he had for that lesson and what room it was in. So the preparation was key.’
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Wightwick Hall is a community school catering for pupils from eleven to nineteen years who have a range of special educational needs including moderate and complex learning difficulties. Children may also have emotional and behavioural difficulties and autistic spectrum disorders. There is a sixth form for post sixteen students.
| 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) |
|
| 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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