Exhall Grange Specialist School
Catchment Area, Reviews and Key Information

Primary & Secondary
Post 16
Special school
4 - 19
Community special school

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
01926 410410

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Ofsted Inspection
Full Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

View exam results via the link below and contact the school to ask about measuring pupil progress.

A Parent's Guide to Choosing a Special School


Happiness Rating

Ofsted Parent View

Pupil/Teacher ratio
Persistent Absence
Pupils first language
not English
Free school meals
Easter Way
Ash Green

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your school provides an enriching and challenging education for its pupils. The communication, health and physical difficulty needs of pupils attending the school have become more complex in recent years. You have worked hard to alter the curriculum to reflect this so that pupils are prepared well for life after school. Many pupils join the school having struggled in mainstream primary or secondary education. Your passionate leadership, and the hard work and commitment of your staff, has created an environment that helps pupils overcome challenges and make a success of their education. As their confidence grows, and as they establish strong relationships with staff and each other, pupils learn that their hard work will lead to them achieving ambitious goals. You encourage everyone to ‘be the best they can be’ and this is reflected in your day-to-day interactions with staff and pupils, and in your wider ambitions for the school. An enthusiastic, friendly and hardworking ethos pervades your school community. Pupils look forward to coming to school. They speak persuasively, and with pride, about how they are developing personally, socially and academically. Pupils cooperate well and are nearly always kind to each other. They make and keep friends. They are particularly courteous to adults and to visitors. The physical environment is safe, attractive and welcoming. Parents and carers are very positive about the school. Most parents and carers believe that the school helps pupils to flourish. A few parents would welcome more frequent, and regular, communication from the school about what their children are learning and how well they are doing. Senior leaders know the areas where the school is most effective and what they need to do to make it better still. They have dealt successfully with those aspects identified at the last inspection as needing improvement. Teachers now encourage a high standard of handwriting and pupils have ample opportunities to improve their work. More broadly, the school does recognise the need to sharpen some elements of teaching so that more of it is outstanding. Much is already highly effective. However, the best practice is not always shared widely enough. In a few instances, teachers and other staff do not think deeply enough about how to approach each lesson so that the most is made of their own skills, the pupils’ prior knowledge, and the links that exist between different subjects. Governance is impressive. The governing body is experienced and has a broad range of skills. It understands the importance of checking the accuracy of information it receives about the performance of the school and the pupils’ learning. The governors have agreed a strategic direction for the school, with the support of the headteacher, and are committed to developing to meet the needs of pupils in the local and wider area, including by expanding post-16 provision. Safeguarding is effective. Leaders work hard to ensure that pupils are kept safe. Safeguarding is a key priority for the school. All arrangements are fit for purpose and records are detailed and are of a high quality, including for pupils who undertake off-site work experience. Staff in the school are trained regularly in safeguarding. They are quick to learn from experience and their practice is continually evolving to reflect local and national circumstances. Staff know how to respond to any concerns that may arise. Liaison with other agencies, such as children’s social services, is frequent, and senior leaders follow through concerns and referrals. Pupils can recognise the situations that may make them vulnerable. They know who to talk to if they encounter any difficulties. Pupils are taught how to protect themselves from harm inside and outside of school, including when using the internet or social media applications. Pupils are often actively supportive of each other. Bullying or other unkind behaviour is rare. Inspection findings Alongside safeguarding and actions taken since the last inspection, we looked at whether pupils do enough challenging work so that they achieve good outcomes and are successful when they leave school. We also looked at rates of attendance, which have varied a little in recent years. Pupils do not usually begin their education at the school. Moreover, they have a wide and growing range of special educational needs. Many more pupils are joining the school with complex social and communication difficulties, including autism. Pupils usually arrive at the school at different times of the school year having experienced serious difficulties at their previous school. Most have very low or uneven levels of prior attainment. However, once they start at the school they do well. They usually remain at the school until they have completed their education or are ready to move into a local mainstream college or sixth form. A detailed programme of assessment and well-planned personal support, including a trial period where needed, gets pupils off to a good start. As pupils develop in confidence, they are encouraged to achieve challenging academic and personal objectives. Information about the pupils’ progress, and whether they are acquiring the expected knowledge, skills and understanding, is gathered routinely. This is used to adjust work so that any changing needs are met. All pupils have access to an impressive extracurricular programme, which includes the Duke of Edinburgh Award Scheme. Pupils achieve well at the school. Wherever possible, they study the subjects of the national curriculum and are entered for tests and public examinations. Their results show that they do well given their different starting points. Each year, some Year 11 pupils achieve GCSE or other Level 2 qualifications. Most of these pupils go onto study for further Level 2 or Level 3 qualifications at a local mainstream college or sixth form, including A levels. In recent years, ex-pupils have gone onto university, including Oxford, and a few are now studying for postgraduate degrees. Not all pupils have the aptitude for this kind of study. Instead, these pupils follow personal programmes of study, which lead to internal and external accreditation and entry level qualifications. Most of these pupils transfer into the Exhall Grange sixth form, which gives them suitable and wide-ranging opportunities to develop the skills they need for work and life. Those in the sixth form participate in core lessons, follow a programme that fosters ‘enterprise, enrichment and employability’, and undertake very well-organised and productive work placements, or ‘internships’, in either the school itself or in local but large and well-known businesses. Attendance levels are improving slightly. They are good overall. Pupils enjoy coming to school and it is usually only transport difficulties or serious illness that prevents them from attending. Leaders have developed strong procedures for encouraging and monitoring attendance. A small number of pupils have complex medical histories, including a few with lifelimiting conditions, and this affects their ability to attend school. School leaders and staff work closely with healthcare and other relevant professionals to support these pupils so that they benefit fully from their time at school. Next steps for the school Leaders and those responsible for governance should ensure that: The most effective teaching practice is shared more widely, including by helping teachers and other staff to plan lessons carefully so they make the most of their skills, their knowledge of what pupils already know, and the links that exist between different subjects.

Exhall Grange Specialist School Parent Reviews

95% Parents Recommend This School
Strongly Agree 74% Agree 26% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>74, "agree"=>26, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 19 responses up to 24-10-2018
Strongly Agree 84% Agree 16% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>84, "agree"=>16, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 19 responses up to 24-10-2018
Strongly Agree 58% Agree 26% Disagree 5% Strongly Disagree 0% Don't Know 11% {"strongly_agree"=>58, "agree"=>26, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>11} Figures based on 19 responses up to 24-10-2018
Strongly Agree 84% Agree 16% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>84, "agree"=>16, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 19 responses up to 24-10-2018
Strongly Agree 79% Agree 11% Disagree 5% Strongly Disagree 0% Don't Know 5% {"strongly_agree"=>79, "agree"=>11, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>5} Figures based on 19 responses up to 24-10-2018
Strongly Agree 53% Agree 37% Disagree 0% Strongly Disagree 11% Don't Know 0% {"strongly_agree"=>53, "agree"=>37, "disagree"=>0, "strongly_disagree"=>11, "dont_know"=>0} Figures based on 19 responses up to 24-10-2018
Strongly Agree 58% Agree 21% Disagree 0% Strongly Disagree 0% Don't Know 21% {"strongly_agree"=>58, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>21} Figures based on 19 responses up to 24-10-2018
Strongly Agree 47% Agree 11% Disagree 0% Strongly Disagree 0% Don't Know 42% {"strongly_agree"=>47, "agree"=>11, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>42} Figures based on 19 responses up to 24-10-2018
Strongly Agree 79% Agree 21% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>79, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 19 responses up to 24-10-2018
Strongly Agree 79% Agree 16% Disagree 0% Strongly Disagree 5% Don't Know 0% {"strongly_agree"=>79, "agree"=>16, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>0} Figures based on 19 responses up to 24-10-2018
Strongly Agree 53% Agree 26% Disagree 16% Strongly Disagree 0% Don't Know 5% {"strongly_agree"=>53, "agree"=>26, "disagree"=>16, "strongly_disagree"=>0, "dont_know"=>5} Figures based on 19 responses up to 24-10-2018
Yes 95% No 5% {"yes"=>95, "no"=>5} Figures based on 19 responses up to 24-10-2018

Responses taken from Ofsted Parent View

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