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Beatrix Potter Primary School

Address
Magdalen Road
London
SW18 3ER
Tel
020 8874 1482
Fax
020 8871 9416
Email
Web
If you are a representative of Beatrix Potter Primary School and wish to add to or amend the information we hold on the school please click here

Beatrix Potter Primary School, London is a state school for boys and girls aged from 3 to 11.

Local authority:

Wandsworth

Pupils:

412

Religion:

Non-denominational

Open days:

Some Tuesday at 2pm


Properties

Properties for rent:

Properties for sale:


Linked schools


Good Schools Guide Review Snapshot

Outdoor spaces have been redesigned, courtyard areas, picnic tables, three outdoor courts and large new sports hall. Sports coaches are brought in from local clubs for lacrosse, cricket, tennis, tag rugby and football. Parents say the arts are developing well, particularly now the school has separate spaces for art, dance and drama. Another bonus...
Read More


School Self Portrait

The School is gradually expanding to two form entry over the next years. Read More

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The Good Schools Guide Review of Beatrix Potter Primary School, London, SW18 3ER

Our View

░░░░ ░░░░░ ░░░░░░░░░░ ░░░░░░░░░ ░░ ░░ ░░ ░░░ ░░░░░ ░░ ░░░░ ░░░░░░░░░░ ░░░░░░░ ░░░░░░; ░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░░ ░░ ░░░░░░░░, ░░░░░░░░ ░░░ ░░. ░░░░░░░░░░░ ░░░░░ ░░ ░░░░░░░░ ░░░░░░░░ ░░░░░░░, ░░░░░░░░░, ░░░░░░░░ ░░░ ░░░░░░░░░░░░░ ░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░░░░░░░░ ░░░░ ░░░ ░░░ ░░░░. ░░░ ░░░ ░░░░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░, ░░░░░ ░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░ ░░░ ░░░░ ░░░ ░░░░░ ░░░ ░░░░░ ░░░ ░░░░░░░░. ░░░░░ ░░░░░ ░░░░░ ░░░░ ░░░░ ░░░░░░░░░ ░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░, ░░░ ░░░░ ░░░ ░░ ░░░ ░░░░░░ ░░░░░ ░░░░░ ░░ ░░░░ ░ ░░░░░░░░ ░░░░ ░░░░░░░. ░░░ ░░░░░░░░░’░ ░░░░░ ░░░ ░░░░ ░░░░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░ ░░░░░ ░░░░░░░░░░░░░ ░░ ░░░░░░ ░░░ ░░░░░ ░░░░░░░░ ░░░░░░░░ ░░░░ ░░░░░░. ░░'░ ░░░ ░ ░░░░░ ░░░░░░, ░░░ ░░░░░░░░ ░░░░ ░░ ░░░░░ ░░░░ ░░░░ ░░ ░░. ░░░░░░ ░░░░░░░░ ░░░░░░░’ ░░░░░░░░ ░░░░░░ ░░░░ ░░░░░░░░░░░ ░░ ░░░ ░░ ░░░░░░░ ░░░░ ░░░░░ ░░ ░░░░ ░░░ ░░░ ░░░░░░░░ ░░ ░░░░░ ░░░░░░░░░. ░░░ ░░░░░ ░░ ░░░ ░░░░░ ░░░░░ ░ ░░░░░, ░░░░░░░░ ░░░░░░ ░░░ ░░ ░░░░ ░░ ░░░░ ░░ ░░ ░░░░░░ ░░░░░░ ░░░░ ░░░░░░░░ ░░ ░░░░ ░░ ░░░ ░░░░░░░░. ░░░░ ░░░░ ░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░ ░░ ░░░░░░ ░░░░ ░░ ░░░░░░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░░. ░░░░░░░░ ░░░░ ░░░ ░░░ ░░░░ ░░░░░ ░░░ ░░ ░░░░-░░░░ ░░░░░ ░░░ ░░░ ░░░░░░░░░, ░░░ ░░░ ░ ░░░░░░░ ░░ ░░░░░ ░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░░░░░░░░ ░░░░░░░░░░ ░░░░░. ░░░░░░ ░░ ░░░░░ ░░ ░░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░ ░░░░░░░░░░ ░░ ░░░░ ░░░░░░░░ ░░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░░░ ░░░░░░░. ░░░░░ ░░░ ░░░░░░░░░░░░░░, ░░░ ░░░░░░░░ ░░ ░░░ ░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░░░░. ░░░░ ░░░░ ░░░░ ░░-░░░░ ░░░░░░░░░ ░░░ ░░░░░-░░░░░░ ░░░░░. ░░░░░░░ ░░░░░░ ░░░░ ░░░░ ░░░░░░░░░░, ░░░░░░░░░ ░░░░░, ░░░░░░ ░░░░░░, ░░░░░ ░░░░░░░ ░░░░░░ ░░░ ░░░░░ ░░░ ░░░░░░ ░░░░. ░░░░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░ ░░░░ ░░░░░ ░░░░░ ░░░ ░░░░░░░░, ░░░░░░░, ░░░░░░, ░░░ ░░░░░ ░░░ ░░░░░░░░. ░░░░░░░ ░░░ ░░░ ░░░░ ░░░ ░░░░░░░░░░ ░░░░, ░░░░░░░░░░░░ ░░░ ░░░ ░░░░░░ ░░░ ░░░░░░░░ ░░░░░░ ░░░ ░░░, ░░░░░ ░░░ ░░░░░. ░░░░░░░ ░░░░░ ░░ ░░░ ░░░░░░░░░ ░░ ░░░ ░░░ ░░░░░░░: ░░░ ░░░░░░ ░░░ ░░░░░ ░░░░░░░ ░░░░░░ ░░░░░░░ ░░░░░ ░░░. ░░░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░ ░░░░░░ ░░░░░ ░ ░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░░░ ░░░░ ░░░░░░░. ░░░░░░░, ░░░░░░░░ ░░ ░░░ ░░ ░░░░░░░░░ ░░░░ ░░░ ░░░░░░ ░░ ░░░░ ░░ ░░░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░░░ ░░░░░ ░░░░░░░░░░░ ░░░ ░░░░-░░░░ ░░░░░░░░░░ ░░░ ░░░░░ ░ ░░░░, ░░░░░░░░ ░░░░░░░░░ ░░░░░░. ░░░ ░░░ ░░░░░░ ░░░░░░░░░ ░░░ ░░░ ░░░░ ░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░░░░ ░░░░░░░ ░░ ░░░░░ ░░░ ░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░░. ░░░░ ░░░ ░░░░░░░ ░░░░░░ ░░░░ ░░░░ ░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░. ░░░░ ░░░'░ ░░░░ ░░░░, ░░░░░░░░░ ░░ ░░ ░░░░░ ░░░░░░░░ ░░░░░░░░ ░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░░░ ░░░░ ░░░░.

Headteacher

░░░░░ ░░░░, ░░░░░░░ ░░░░░ ░░ ░░░ ░░ ░░░░ ░░░ ░░ (░░░░ ░░░). ░░ ░░░░░ ░░░ ░░░░░░░░░░ ░░░░ ░░░░░░ ░░░░ ░░░░ ░░░ ░░░░ ░░░ ░░░░░ ░░ ░░░░░░░░ ░░░░ ░░ ░░░ ░░░░░░, ░░░░░░░░ ░░░░ ░░ ░░░░░ ░░░ ░░░░░ ░░░░░. ░░░░ ░░░░░░░░ ░░░░ ░░ ░░░ ░░░░░░. ░░░░░ ░░░ ░░░░░, ░░ ░░░░░░░ ░ ░░░░░░░ ░░░░░-░░ ░░░░, ░░░░░░░░░ ░░ ░░░░░░░ ░░ ░ ░░░░ ░░░░░░░░░, ░░░░░░░░ ░░░░░░░░░░░░░░ ░░░ ░░░░ ░░░░ ░░ ░░░ ░░ ░░░░. ░░░░░ ░░░░░░ ░░ ░░░░ ░░░ ░░░ ░░░░░░░░░ ░░░ ░░░ ░ ░░░░░░ ░░ ░░░ ░░░░░░░ ░░ ░░ ░░░░░░░░░░░. ░░░░░░░ ░░ ░ ░░░░░░ ░░░░░ ░░░░░░, ░░░░ ░░░ ░░░░░-░░ ░░░. ░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░░, ░░░░░ ░░░░ ░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░░ ░░░░░░░░ ░░░ ░░░░ ░░░ ░░░░░ ░░░░░░░░░░ ░░░░ ░░ ░░░ ░░░░░░’░ ░░░░░░░░░░. ░░░░░░░ ░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░░ ░░░░░░░'░ ░░░░ ░░░░░░░░░░░░░ ░░░░░░’░ ░░░░░ ░░░░░. ░ ░░░░░ ░░░░░ ░░░░░░░░░░, ░░ ░░░░░ ░░░░ ░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░░.

Entrance

░░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░ ░░░░░░░ ░░░░░░ ░░░░░░░░░░ ░░░░░░░░. ░░░░░░ ░░░░░ ░░░░░░░░ ░░░ ░░░░░░░ ░░░░░ ░░░░░░ ░░░░░, ░░░░ ░░░░░ ░░░░░░ ░░░░░░░ ░░ ░░░ ░░░░░░. ░░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░░░░░, ░░░ ░░ ░░░ ░░░ ░░░ ░░░░░ ░░░░░░ ░░ ░░░ ░ ░░░░░ ░░ ░░░░░░░░░, ░░'░ ░░░░░░ ░░░░░ ░░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░ ░░ ░░░ ░░░░░ ░░░ ░░░░░░.

Exit

░░░░░░ ░░░░ ░░░░ ░ ░░░ ░░░ ░░ ░░░░░░ ░░░░░░░. ░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░░░ ░░░░░░: ░░░░░░░░░, ░░ ░░░░░░░'░, ░░░░░░░░░░░, ░░░░░░’░ ░░░ ░░░░░░░░░░ ░░░░░░░. ░░░░░ ░░░ ░░░░ ░░ ░░░░░░░░░░░░, ░░░░░░░░░ ░░░░░░░, ░░░░░░░ ░░░░░░░, ░░░░ ░░░ ░░░░░░░░░ ░░░░ ░░░░░░.

Our View

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Special Education Needs Survey


SEN Statement

Beatrix Potter is an inclusive school, we have catered for a range of needs over several years with great success. Like any school with a 30's building and space limitations we think creatively In the years 2000-2009 we had on average 11 children with statements and some 32 children on the SEN register. There are always some tensions catering for SEN children but the impact on all children has been very positive. Clearly, changes to the funding of SEN have an impact and will inevitably cause questions to be asked about what can and cannot be done. However, in an inclusive society at some point these issues will have to be properly addressed.
10-09

Autistic Spectrum Disorder

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Aspergers Syndrome MildTicked
Aspergers Syndrome ModerateTicked
Aspergers Syndrome SevereTicked
Autism MildTicked
Autism ModerateTicked
Autism SevereTicked
Semantic Pragmatic DisorderTicked
Other AutisticTicked

Behavioural Difficulties

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Attention Deficit Disorder MildTicked
Attention Deficit Disorder ModerateTicked
Attention Deficit Disorder SevereTicked
Attention Deficit / Hyperactivity Disorders MildTicked
Attention Deficit / Hyperactivity Disorders ModerateTicked
Attention Deficit / Hyperactivity Disorders SevereTicked
Emotional and behavioural difficulties MildTicked
Emotional and behavioural difficulties ModerateTicked
Emotional and behavioural difficulties SevereTicked
Conduct DisordersTicked
Obsessive Compulsive DisordersTicked
Oppositional Defiant DisordersTicked
Tourettes and other tic disordersTicked

Genetic and related Disorders

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Down's Syndrome MildTicked
Down's Syndrome ModerateTicked
Down's Syndrome SevereTicked
Fragile XTicked
Other geneticTicked

Learning difficulties

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Moderate learning difficultiesTicked
Profound and multiple learning difficultiesTicked
Severe learning difficultiesTicked

Specific learning difficulties

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Dyscalculia MildTicked
Dyscalculia ModerateTicked
Dyscalculia SevereTicked
Dyslexia MildTicked
Dyslexia ModerateTicked
Dyslexia SevereTicked
Dyspraxia MildTicked
Dyspraxia ModerateTicked
Dyspraxia SevereTicked
Other Specific Learning Difficulties MildTicked
Other Specific Learning Difficulties Moderate
Other Specific Learning Difficulties Severe
English as an additional language

Sensory Impairment

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Hearing Impairment MildTicked
Hearing Impairment ModerateTicked
Hearing Impairment Severe
Multi-sensory ImpairmentTicked
Speech and Language DifficultiesTicked
Visual Impairment MildTicked
Visual Impairment ModerateTicked
Visual Impairment SevereTicked

Medical and Related Needs

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Cerebral Palsy MildTicked
Cerebral Palsy ModerateTicked
Cerebral Palsy SevereTicked
"Delicate" childrenTicked
EpilepsyTicked
Eating disordersTicked
Physical Difficulties (Not indicated elsewhere.)Ticked
Other

General Questions

Are all children tested for SEN on entry to the school?TickedBaseline SENCO screening.
Please outline the screening programmes used by the school.Range of observational and detailed assessments.
How many children with statements of need or equivalent do you have in the school?6
Do you make special provision for exceptionally gifted children?TickedContinual improvement.
Please outline what is on offer for such childrenExtension class and target groups.
Please indicate if the school has or has available to it any of the following:
Behaviour Support Unit.
Learning Support Unit.
Pupil Referral Unit.
Other withdrawal.TickedTarget groups, catch up groups, ELS FLS.
Specialist language centre
Schemes or Initiatives such as SHARE or Playing for Success.
Please indicate if the school has any of the following characteristics:
SEN accreditation, for example by CRESTED?
Centre of excellence for SEN that is Not already outlined?
Good wheelchair access
Provides outreach support?
Receives outreach support?Ticked
Do children with SEN participate fully in sport and other extracurricular activities?Ticked
Please provide information on staffing. Does the school have:
A SENCO or equivalent?Ticked
Staff who will administer prescription medicines to a childTickedObviously depends on what.
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).TickedAll classes have to be actively involved in inclusion.
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked10
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

Beatrix Potter Primary School Catchment Area Map

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Understanding the road risks in your local area

As many of us do, AXA Insurance and Road Safety Analysis believe that one child casualty on Britain’s roads is too much.

The data is presented by local area in order to aid the understanding of risk – it’s not just about killed or seriously injured, but about any incident reported to the police. Although road safety issues may arise due to a myriad of different reasons including proximity to busy roads and local speed limits, schools play a pivotal role in mitigating these risks by investing time in road safety education programmes.

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