Medina House School
Catchment Area, Reviews and Key Information

Special school
2 - 11
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 2021, ONS
01983 821 000

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?

4 1 1 2 3 4
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
Free school meals
School Lane
Newport Isle of Wight
PO30 2HS

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead a committed team of staff who have built upon the strengths that inspectors previously noted. They share your energy and passion for pupils’ learning and achievement. Your school motto, ‘Be the best that you can be’, is a driving force for the school community. It helps pupils to try hard with their learning and inspires staff to develop their professional expertise. Parents and carers recognise the determined way that you care about their children’s success. They strongly support you and your staff and are delighted by the progress that they see their children make. Typical of many parents who spoke to inspectors was one who said, ‘My child has progressed more than I could have hoped, with teachers making the most of abilities rather than looking at the disabilities.’ When the school was last inspected, inspectors asked you to make sure that pupils make the best possible progress in every lesson by using learning time well. Leaders have tackled this recommendation successfully by developing all of the current staff’s skills so that they carefully match teaching and learning activities to each pupil’s needs. Your school has grown in size since the previous inspection, resulting in a larger team of staff. You encourage each of them to develop their professional expertise. Teachers access regular and specific training, both in school and with other special schools. Senior leaders provide effective training for teachers and support staff, for example by helping new class teachers to understand how to plan the very small steps in learning that are appropriate to each pupil. All staff are proud to work at the school and positive about the many ways in which leaders are always on hand with advice and challenge. Teachers welcome the opportunities to share their professional learning with colleagues and are enthusiastic to implement new approaches. Although subject leaders are well placed to monitor the quality of teaching and learning in their subject area, you are aware that they do not currently have enough opportunity to work with you to evaluate whole-school performance information. You plan to address this by extending the roles, responsibilities and influence of leaders at different levels of the school. You are relentless in your drive to ensure that every pupil, including a high proportion without verbal skills, will transfer into secondary school with an effective means of communication. Through the consistent use of picture exchange, assistive technology or signing, all pupils learn to communicate their feelings and needs. The school’s relentless emphasis on communication means that pupils develop these skills throughout the day, including at breaktimes when adults work skilfully to engage pupils in purposeful activity and interaction with each other. Staff do not miss any opportunity that helps to develop pupils’ confidence. Parents told me how successfully pupils learn what happens at school on each day of the week because their children wear a different coloured T-shirt. This simple means of communication helps pupils to express their thoughts and ideas. Many parents use the same idea to help provide a structure for weekends and holidays. You hold regular meetings with teachers to ensure that pupils are doing as well as they can to reach the challenging targets that you jointly set. Most pupils make strong academic gains in reading, with their learning in phonics clearly linked to letter formation and writing. By the time the most able transfer to secondary school, they can read and write a series of sentences with increasing fluency and independence, for example to make a diary entry. Pupils learn to recognise numbers and shapes well, which helps them to tackle some challenging mathematical ideas. In the school’s Year 5 and Year 6 ‘core’ class, we saw how well pupils were able to read coordinates on the island maps they had designed. Governors know the school well and have a visible presence, which staff appreciate. The governing body has a strong sense of its responsibilities and carefully reviews leaders’ progress with the agreed development priorities. Governors share your high aspirations for pupils. Consequently, they challenge you and your leaders effectively, helping the school to improve. Governors are as enthusiastic as you are for the school to be a hub of expertise for mainstream schools on the Isle of Wight by equipping their teachers to meet the needs of pupils who have special educational needs and/or disabilities. Pupils’ behaviour continues to be a strength of the school. They concentrate hard on the tasks that teachers give them. Teachers make lessons fun, engaging pupils’ senses using sound, touch and movement. Sometimes, a pupil’s behaviour can be challenging. The staff’s very thorough training helps them to understand that such behaviour communicates emotions and needs. They work skilfully to adapt difficult behaviour so that it becomes manageable and sociably acceptable. Staff are caring and kind, but they are also persistent and firm so as to maintain the school’s high expectations.

Medina House School Parent Reviews

98% Parents Recommend This School
Strongly Agree 75% Agree 24% Disagree 0% Strongly Disagree 0% Don't Know 2% {"strongly_agree"=>75, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} Figures based on 55 responses up to 16-10-2018
Strongly Agree 76% Agree 20% Disagree 0% Strongly Disagree 0% Don't Know 4% {"strongly_agree"=>76, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} Figures based on 55 responses up to 16-10-2018
Strongly Agree 73% Agree 22% Disagree 4% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>73, "agree"=>22, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 55 responses up to 16-10-2018
Strongly Agree 82% Agree 13% Disagree 4% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>82, "agree"=>13, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 55 responses up to 16-10-2018
Strongly Agree 78% Agree 18% Disagree 4% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>78, "agree"=>18, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 55 responses up to 16-10-2018
Strongly Agree 42% Agree 35% Disagree 2% Strongly Disagree 4% Don't Know 18% {"strongly_agree"=>42, "agree"=>35, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>18} Figures based on 55 responses up to 16-10-2018
Strongly Agree 71% Agree 24% Disagree 2% Strongly Disagree 0% Don't Know 4% {"strongly_agree"=>71, "agree"=>24, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>4} Figures based on 55 responses up to 16-10-2018
Strongly Agree 64% Agree 13% Disagree 2% Strongly Disagree 2% Don't Know 20% {"strongly_agree"=>64, "agree"=>13, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>20} Figures based on 55 responses up to 16-10-2018
Strongly Agree 91% Agree 7% Disagree 0% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>91, "agree"=>7, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 55 responses up to 16-10-2018
Strongly Agree 76% Agree 22% Disagree 0% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>76, "agree"=>22, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 55 responses up to 16-10-2018
Strongly Agree 67% Agree 27% Disagree 4% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>67, "agree"=>27, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 55 responses up to 16-10-2018
Yes 98% No 2% {"yes"=>98, "no"=>2} Figures based on 55 responses up to 16-10-2018

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
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