We are pleased to announce that in-person parents' tours will resume this term, however they will initially take place after school hours.
Due to high demand and a limited number of places we kindly ask for no more than 3 visitors per family. Students are welcome to join the tours too (inclusive of the maximum of 3).
Monday 10th January 2022 3.30pm
Monday 24th January 2022 3.30pm
Monday 7th February 2022 3.30pm
To book a place please call the school office on 0208 777 4540. We will need your name and contact number, as well as the names of everyone attending. We will also need your child's name, school and current year group.
Use our Virtual Tour below to explore the school!
To view the tour in a new window, please click HERE
Glebe is a large secondary, special academy for students aged 11-19. Originally, the school catered for students with moderate learning difficulties but now Glebe meets the needs of a more complex, educationally diverse student group. From September 2018 the school has a specialist provision class called “The Den” for small number of students with severe learning difficulties and additional complex needs.
Admissions to Glebe School are governed by the Special Educational Needs Code of Practice. Pupils are admitted to the school following an assessment of their special educational needs. If the assessment results in an Education, Health and Care Plan that indicates a placement at Glebe might be appropriate, Bromley SEN Department ask us to consider whether or not we feel we can meet a child’s needs. All referrals are considered by senior staff and the pupil is visited at their current school, if possible. Following this visit a decision will be made as to whether or not we feel Glebe can meet their special educational needs. The decision to place a child at Glebe is made by the Bromley SEN placement panel.
We encourage all prospective parents/carers to visit the school at one of our regular Tours. Attendance is by appointment only and parents/carers should contact the school office for dates and times. The final decision on placement at Glebe rests with the SEN placement panel. In most cases prior to admission the school will arrange a series of visits or events to prepare the young person for the transition to Glebe and during this time parents will be invited into school as well.
- All students applying for a placement will have an Education, Health and Care Plan. We may also take into consideration students whose special educational needs are under assessment and application for Education, Health and Care Plan has been submitted.
- Students whose learning difficulties cannot be met with the resources normally available in a mainstream school.
- Pupils on entry at KS3 will usually have attainment within Pre-Key Stage 1 to Year 3 range.
- Provision in the main part of the school is made for pupils with moderate learning difficulties or where a learning difficulty is combined with additional difficulties. This may include:
- Speech and Language Difficulties
- Social Communication Difficulties (including ASD)
- Physical/Sensory Impairment, medical needs and Visual/Hearing Impairment that can be met within the existing provision and staffing levels.
- Provision in the specialist class (“The Den”) is for students with severe learning difficulties and complex needs which may include complex communication and social interaction difficulties/ASD and Speech and Language needs. Students from The Den may also have additional physical/sensory/medical needs as well as visual/hearing impairment that can be met within the existing provision and staffing levels.
- When the place at Glebe is offered it will be with clear indication whether student’s needs can be met in the main part of the school or in the specialist provision class (“The Den”).
- Students will be admitted when there is a vacancy within the appropriate year group. Students may be placed on a waiting list if the appropriate year group is fully subscribed.
Glebe does not meet the needs of students who:
- Have a diagnosis of ASD but are high functioning and demonstrate a potential to access learning in a mainstream school.
- Have social, emotional and mental health difficulties (SEMH) as their primary need.
- Display challenging/violent behaviour that are not as a result of ASD and may put other students and staff in danger.