CONTACT

Anne Pearce (Headteacher)
Woodeaton Manor School,
Woodeaton,
Oxfordshire,
OX3 9TS

Tel: 01865 558722

Parents & Carers Meetings

On the 2nd Monday of every half term parents and carers are invited to attend a session covering a range of topics.
Meetings usually start at 7pm with refreshments provided.

View resources

Admissions Arrangements

We are a community, county-wide special school for children with severe emotional and social difficulties in Oxfordshire.

Parents/carers who are interested in the possibility of their child joining the school should phone to arrange a visit and a meeting with the Headteacher. These visits usually take place outside school hours without the child being present. The final decision on admissions to Special Schools in Oxfordshire rests with the Local Authority, Oxfordshire County Council. The admission of pupils is therefore finalised through a process of negotiation involving parents/carers, the school and the Local Authority.

If you have any questions about Special School placements please discuss them with:

  • the SENCO in your child's current placement
  • the Early Years SEN Team for your area:
    • Central - 01865 456726
    • North - 01865 816663
    • South - 01865 323556
  • the SEN Casework Team for your area:
  • SENDIASS SEN & Disability Information Advice and Support Service  (formerly Parent Partnership)

 

Oxfordshire County Council (OCC) is the admissions authority for the school. For all admissions, please contact:

School Admission Team
County Hall, New Road
Oxford
OX1 1ND

Tel: 01865 815175
Email: admissions.schools@oxfordshire.gov.uk
Website: https://www.oxfordshire.gov.uk/cms/content/contact-school-admissions-team

 

Indicators for admission to Woodeaton – a Special School for pupils in Key Stage 2/3/4/5 with severe emotional and social difficulties, including attachment difficulties and autism.

1.   Child Indicators

1.1   Persistent deficits in social communication and social interaction across contexts, not accounted for by general development delays.

1.2   Restricted, repetitive patterns of behaviour, interests, or activities

1.3   The above signs must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities).

1.4   The signs together limit and impair everyday function.

1.5   Child is in KS2 or older, either boys or girls.

1.6   The pupil has a statement of SEN or is currently undergoing a statutory assessment of their needs or has an education, health and care plan.

1.7   Abilities within the broad average range/difficulties making educational progress.

1.8   There are indications that the child cannot or is unlikely to cope socially and emotionally in a mainstream school setting and is distressed by the experience.

 

2.   Additional indicators

2.1   Specific learning difficulties which may be due to: dyslexia, dyspraxia, stress/withdrawal, attention difficulties, experiences of trauma.

2.2   A child in need of additional/alternative care: child in the Looked After System, Adopted, Kinship Care, Special Guardianship Order.

   

3.   Family Indicators

3.1   Family difficulties which may include: mental health issues, limited family support,  family breakdown.

3.2   History of loss/bereavements and moves of school or home.

3.3   Evidence of significant dysfunction in the child’s/family’s social life provided by  agencies: Educational Psychology, CAMHS, Health, Social Care.

     

4.   Professional/agency assessment of indicators

4.1   A developmental assessment over time of the child and his/her difficulties.

4.2   Evidence of significant under achievement and under functioning in school evidenced by the involvement of agencies: in-school support, Educational Psychology, outreach services.

 

Applications for admission to the school should provide evidence of all the child indicators and any other indicators that apply.