Woodlands Meed
Catchment Area, Reviews and Key Information

Primary & Secondary
Post 16
Special school
PUPILS
269
AGES
2 - 19
GENDER
Mixed
TYPE
Foundation 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
033 301 42903 033 301 42903

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
NATIONAL AVG. 2.08
Ofsted Inspection
(14/6/18)
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.

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96%
NATIONAL AVG. 93%
Happiness Rating

Ofsted Parent View

7.4:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
28.8%
NATIONAL AVG. 8.2%
Persistent Absence
10.8%
NATIONAL AVG. 20.9%
Pupils first language
not English
28.7%
NATIONAL AVG. 20.8%
Free school meals
0.4%
NATIONAL AVG. 12.6%
Pupils with SEN support
Chanctonbury Road
Burgess Hill
RH15 9EY
01444244133

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and other leaders continue to foster a friendly, safe and secure environment. Pupils are well behaved, polite and thoughtful, and respectful towards each other. Pupils are proud of their achievements and speak highly of the variety of opportunities you offer them. They enjoy school and work hard in lessons. You and other leaders are proud of your staff and pupils. You are passionate about striving to improve the standards and outcomes for all pupils. Along with senior leaders, you ensure that all pupils continue to make good progress. Your staff have strong knowledge of the individual needs of pupils, and demonstrate a high level of commitment and care. You have successfully introduced new ideas and strategies which have addressed the areas for improvement from the last inspection, and you have an accurate view of the effectiveness of your school. You recognise the areas that could be further improved and have plans in place to address them. These include the careers education opportunities that pupils have, and the way pupils’ progress is monitored for older pupils. Governors are well informed and know the school very well. They, too, are very passionate about achieving the best possible outcomes and opportunities for pupils. Parents and carers are very positive about the school, with one parent stating: ‘My daughter’s quality of life has rocketed sky high since coming here.’ Safeguarding is effective. Leaders have ensured that all safeguarding arrangements in the school are fit for purpose. You and your team all have a clear understanding of safeguarding procedures. You have developed effective communication systems within school, between the school and any colleges that pupils attend, and with outside agencies. These systems ensure that any safeguarding concerns are noticed and dealt with as soon as possible so that pupils remain safe. This is a caring school in which pupils feel safe and secure. Trusting relationships mean that pupils know who to go to for help with any concerns. Pupils have a good level of awareness of how to keep themselves safe, including when online. Inspection findings Pupils make good progress during their time at the school, both academically and personally. You and other leaders make sure that lessons are interesting and engaging and that they are tailored to meet the individual needs of pupils. As a result, pupils understand the work and enjoy their learning. Individual, personalised ‘next step’ targets help pupils to achieve their personal potential. Pupils feel that staff help them to achieve more than they expected of themselves. In the words of one of your pupils, ‘Staff are pushing pupils in the right direction.’ The system you have developed to monitor pupils’ progress up to the end of Year 9 is effective and thorough. You recognise that systems to monitor the progress of older pupils could be improved and you have already started to address this. Leaders at all levels contribute their ideas, and work hard to develop and further improve the school. Leaders and staff work together as a team to make sure that all pupils reach their potential. The friendly and encouraging approach of staff successfully supports pupils and encourages them to try hard and do their best. Governors visit regularly and are very involved in the life of the school. They confidently challenge and provide support to you and other leaders. Along with governors and other leaders, you are reflective and insightful. You have a wealth of school information and data about a variety of subjects such as pupils’ progress, attendance and behaviour. You recognise the need to refine the way you use this school information so that it is effective in helping you to make school improvements. Older pupils appreciate and enjoy the subjects and accredited courses they are able to study. One pupil stated that the best thing about school was ‘getting the qualifications you need to get a job when you’re older’. Pupils have varied opportunities to develop vocational learning and work-related skills. A group of pupils who had just returned from a farm talked excitedly about their day’s activities, which included bottle-feeding lambs and weighing pigs. Leaders realise that careers education and practical learning options could be increased in order that all pupils have appropriate opportunities. They are considering different ways to achieve this. Next steps for the school Leaders and those responsible for governance should ensure that: leaders at all levels use school information effectively so that it is useful in informing school developments careers education is further developed to ensure that all pupils have the same level of opportunity. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for West Sussex. This letter will be published on the Ofsted website. Yours sincerely Maxine McDonald-Taylor Ofsted Inspector Information about the inspection Inspectors met with you and other leaders. We visited lessons on both sites and in a range of subjects with your assistant headteachers. We met with a group of pupils on the college site to hear their views about their school. We also spoke to some pupils in class and looked through their work. We held meetings with key staff about the monitoring of pupils’ progress, the curriculum and accreditations, and safeguarding. I met with members of the school’s governing body, spoke with a representative from the local authority, and considered responses to Ofsted’s pupil, staff and parent surveys. Inspectors scrutinised a wide range of the school’s documentation and a selection of pupils’ work.

Woodlands Meed Parent Reviews



84% Parents Recommend This School
Strongly Agree 76% Agree 20% Disagree 4% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>76, "agree"=>20, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 45 responses up to 28-01-2019
Strongly Agree 69% Agree 24% Disagree 7% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>69, "agree"=>24, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 45 responses up to 28-01-2019
Strongly Agree 64% Agree 22% Disagree 13% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>64, "agree"=>22, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 45 responses up to 28-01-2019
Strongly Agree 71% Agree 24% Disagree 4% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>71, "agree"=>24, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 45 responses up to 28-01-2019
Strongly Agree 71% Agree 11% Disagree 13% Strongly Disagree 0% Don't Know 4% {"strongly_agree"=>71, "agree"=>11, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>4} Figures based on 45 responses up to 28-01-2019
Strongly Agree 49% Agree 9% Disagree 11% Strongly Disagree 11% Don't Know 20% {"strongly_agree"=>49, "agree"=>9, "disagree"=>11, "strongly_disagree"=>11, "dont_know"=>20} Figures based on 45 responses up to 28-01-2019
Strongly Agree 58% Agree 27% Disagree 4% Strongly Disagree 2% Don't Know 9% {"strongly_agree"=>58, "agree"=>27, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>9} Figures based on 45 responses up to 28-01-2019
Strongly Agree 40% Agree 31% Disagree 2% Strongly Disagree 4% Don't Know 22% {"strongly_agree"=>40, "agree"=>31, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>22} Figures based on 45 responses up to 28-01-2019
Strongly Agree 58% Agree 27% Disagree 9% Strongly Disagree 7% Don't Know 0% {"strongly_agree"=>58, "agree"=>27, "disagree"=>9, "strongly_disagree"=>7, "dont_know"=>0} Figures based on 45 responses up to 28-01-2019
Strongly Agree 69% Agree 16% Disagree 9% Strongly Disagree 7% Don't Know 0% {"strongly_agree"=>69, "agree"=>16, "disagree"=>9, "strongly_disagree"=>7, "dont_know"=>0} Figures based on 45 responses up to 28-01-2019
Strongly Agree 56% Agree 27% Disagree 16% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>56, "agree"=>27, "disagree"=>16, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 45 responses up to 28-01-2019
Yes 84% No 16% {"yes"=>84, "no"=>16} Figures based on 45 responses up to 28-01-2019

Responses taken from Ofsted Parent View

Your rating:
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