Woodfield School
- Woodfield School
Malmes Croft
Leverstock Green
Hemel Hempstead
Hertfordshire
HP3 8RL - Head: Mrs Kate Marrs-Gant
- T 01442 253476
- F 01442 232 619
- E admin@woodfield.herts.sch.uk
- W www.woodfield.herts.sch.uk
- A state special school for boys and girls aged from 3 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; MSI - Multi-Sensory Impairment; PMLD - Profound and Multiple Learning Difficulty; SLD - Severe Learning Difficulty.
- Read about the best schools in Hertfordshire
- Boarding: No
- Local authority: Hertfordshire
- Pupils: 122
- Religion: Does not apply
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Outstanding 2
- Early years provision Outstanding 2
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 20th April 2023
- 2 Full inspection 28th November 2017
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 6th November 2013
- 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
Woodfield is a very positive, forward looking school where staff work together as a team with a shared vision for future developments. Our main aim is to provide real quality education and support for our pupils, all of whom have severe learning difficulties and some have disabilities such as physical and sensory impairments and autism. We cater for up to 67 pupils aged 3 to 19, with an Autism Base for an additional 9 pupils. Our last Ofsted in July 2003 was very positive Ofsted and we have been re-accredited with the Investors in People award. We are involved in many interesting developments, including Records of Achievement, integration with mainstream schools, ASDAN etc. We have an Autism Resource Base, a new Technology Art Science Block and plans for further expansion. As a school, we place high importance on the value of the individual, and on equal opportunities for all. We offer a broad and balanced curriculum, including the National Curriculum, which ensures that all pupils have the opportunity to develop the basic and necessary skills, as well as having full access to subjects, such as Music, Drama, Technology, Art and Craft and Science. All pupils have Individual Education Plans and we provide a developing curriculum, which is age appropriate and caters for the individual needs of each pupil as they move through the school. We believe our task as teachers and support staff, is to enable all our pupils to reach their highest levels of personal achievement and independence.
| 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 |
Y |
| 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
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