Thank you for visiting the Good Schools Guide

If you would like to receive our monthly newsletters with advice,
information, news and offers please fill in your email address:


Coombe Hill Junior School

Address
Coombe Lane West
Kingston Upon Thames
Surrey
KT2 7DD
Tel
020 8949 1743
Email
Web
If you are a representative of Coombe Hill Junior School and wish to add to or amend the information we hold on the school please click here

Coombe Hill Junior School, Kingston Upon Thames is a state school for boys and girls aged from 7 to 11.

Local authority:

Kingston-Upon-Thames

Pupils:

390

Religion:

Non-denominational


Properties

Properties for rent:

Properties for sale:


Linked schools


Good Schools Guide Review Snapshot

A tip-top school that has managed and absorbed the necessary expansion it has seen over the last few years and the broad ethnic diversity that is Greater London today...
Read More


Good Schools Guide ReviewSpecial Education Needs + My Schools Good Schools Advice Service Properties for rent/sale
Subscribe now

Register for our Newsletter...

Go >

...and receive our FREE expert guide to Tutors!




The Good Schools Guide Review of Coombe Hill Junior School, Kingston Upon Thames, KT2 7DD

Our View

░ ░░░░░░░░░, ░░░░░░░, ░░░░░░░░ ░░░░░ ░░░░░░ ░░░░ ░░░░ ░░░░ ░░░░░░░ ░░░ ░░░ ░░░░░░░ ░░░ ░░░░ ░░░░░ ░░░░░░░ ░░░░░░ ░░░░░░░. ░░░░ ░░░░ ░░ ░░░░░░░░ ░░░░; ░░░ ░░░░░░ ░░░ ░ ░░░░ ░░░░░░ ░░░ ░░░░ ░ ░░░░░░░ ░░ ░░░░░░░░░░░, ░░░░ ░░░░░░░ ░░░ ░░░░, ░░░░░░░░░ ░░░ ░░░░░ ░░░ ░░░░░░░░░░░░░ ░░░░░░░░░░░. ░░ ░░░░ ░░░░░ ░░░░░ ░░ ░░░░ ░░░░░░ ░░░░░░ ░░░░░ ░░ ░░░░ ░░ ░░░░░░░░░░ ░░░░ ░░░ ░░░░░ ░░. ░░ ░░░░’░ ░░░░ ░ ░░░░ ░░ ░ ░░░░░░ ░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░. ░░░░░░░░░░ ░░░ ░░░░░, ░░░░░░ ░░░ ░░░░ ░░ ░░░░░, ░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░. ░░░░░░░░░░ ░░░░░░░░░░░ ░░░░ ░░░░░░░░░░░ ░░░░░░░░. ░░░░░░░░░░ ░░░░░░░░░░. ░░░░░░░ ░░░░ ░░ ‘░░░░░░░░░ ░░░░░░░░’, ‘░░░░░░░░░, ░░░░░░░░░ ░░░░░░░░’, ‘░░░░░ ░░░░░░░░░░’ ░░░ ‘░░░░░░ ░░░░ ░░░ ░░░ ░░░░ ░░░░ ░░░░░░░░ ░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░'. ░░ ░░░░ ░░░░░░░░░ ░░ ░░░ ░ ░░░░ ░░░░░░ ░░ ░░░░ ░░░░░░░░, ░░░ ░░ ░░░░ ░░░ ░░░░░ ░░ ░░░░. ░░░░░░░░░░ ░ ░░░ ░░░░░░░░ ░░░ ░░░░ ░░░░’░ ░░░░░░ ░░ ░░░░░░; ░░░░░░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░ ░░░░. ░░░ ░░░░░ ░░░░░░░ ░░░ ░░░ ░░░░░░░░░ ░░░░░░░░░ ░░░░ ░░░░ ░░░░░░ ░░░ ░░░░░ ░░░ ░░░░░░░░. ░░ ░░░░ ░░░░, ‘░░░ ░░░░░░░░ ░░ ░░░░░░░░░ ░░░░░░░, ░ ░░░░ ░░░░░░░░░░░░░ ░░░░░░░ ░░░░░░░ ░░░ ░░░░░, ░░░░░░░ ░░░ ░░░░░░░, ░░░ ░░░░░ ░░░ ░░░░░, ░░░░ ░░░ ░░░░ ░░░░ ░░░░░’. ‘░░ ░░░░░░░░, ░░░ ░░░░░░░░░ ░░ ░░░░░ ░░░ ░░░░, ░░░░ ░░░ ░░░░░░ ░░ ░░░░░░ ░░░ ░░ ░░░░░░░░ ░░░ ░░ ░░░░░░░░ ░░░ ░░░░░░░░░░’. ░░░░ ░░ ░░░░░, ░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░░ ░░░░░░░░░░░. ░░░░░░░ ░░░░░░░ ░░░░░░░░░ ░░░ ░░░░░ ░░░ ░░░░ ░░ ░░░░░ ░ ░░░░░░░░░░ ░░░░░░░░░░. ░░░░░░░░ ░░░░░░ ░░░ ░░░░░░░░ ░░ ░░░░ ░. ░░░ ░░░░░░ ░░░░░░░ ░░░░░░ ░░ ░░░ ░░░░░ ░░░░░░░░░ ░░░ ░░░░ ░░ ░░░. ░░░░░ ░░░ ░░ ░░░░░░░ ░░ ░░░ ░░░░░░ ░░░, ░░░░ ░░ ░░░░ ░░░░░, ░░░░░░ ░░ ░░░░░░░░ ░░░░░░░░ - ‘░░░░ ░░░░░░░░░ ░░ ░░░░!’ ░░░ ░ ░░░░░ ░░░░░░░, ░░░ ░░░░░ ░░ ░░░░░░░░░░░. ░ ░░░░░ ░░░ ░░░░░ ░░░░ ░░░░░░░░ ░░░ ░░░░░░░, ░░░░░░░, ░░░░░░░░░░, ░░░░░░░░, ░░░░░ ░░░ ░░░░░ ░░░░░░, ░░░░ ░░ ░░░░░ ░░░░ ░░░░ ░░░░░░░░░░░░░ ░░░░░░░ ░░░░░ ░░░░░░░. ░░░ ░░░░░░, ░░░░ ░░░░░░░ ░░░░░, ░░░ ░░ ░░ ░ ░░░░░░░░░ ░░░ ░░░░░ ░░░ ░░░ ░░░░░░░ ░░░░░░ ░░░░░░░░, ░░ ░░░░ ░░░ ░░░░░. ░░░ ░░░░ ░░░░ ░░░░░ ░░░ ░░░░░░ ░░░░░░░░ ░░░░ – ░░░ ░░░░░░░░ ░ ░░░░ ░░░ ░░░░ ░░░░░. ░░░░░ ░░ ░░░░ ░░ ░░░ ░░░░░ ░░░░ ░░ ░░░░░░░░░ ░░░░ ░░ ░░░ ░░░░░░░░░░. ░ ░░░░░ ░░░░░░░ ░░ ░░░░░-░░░░░░ ░░░░░ ░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░ ░░░░░. ░░ ░░░░ ░ ░░░, ░░░ ░░░░░░ ░░ ░░░░░ ░░░░░░░ ░░░░░░░░ ░░░░ ░ ░░░░░░░ ░░░░░░ ░░ ░░░░░ ░░░░░░░░░. ░░░ ░░░░░░ ░░░ ░░ ░░░░░░░ ░░░░░ ░░░░░ ░░░░░░░░░ ░░░░░░░. ░░░░░ ░░░░░ ░░░ ░░ ░░░░░░░ ░░░░░░░░ ░░░ ░░░░ ░ ░░░░. ░░ ░░░░ ░░ ░░░ ░░░░░ ░░░░ ░░░░░, ░░░░░ ░░░ ░░░░ ░░░░ ░░░░░, ░░░░░░░░░ ░ ░░░░ ░░░ ░ ‘░░░░░’ ░░░ ░░░░░░░, ░ ░░░░░░░░░ ░░░░░░ – ‘░░░░ ░░ ░░░, ░░░░ ░░ ░░░░’ – ░░░, ░░░░░░ ░░░░░░░░, ░ ░░░ ░░░ ░░░░░░░░ ░░░░░ ░░░░, ░░ ░░░░░░, ░░░░ ░░░ ░░░░░. ░░░░░░░░░░░ ░░░░░ ░░░ ░░░░░ ░░ ░░░░░░ ░░░░ ░░░ ░░░ ░░░░░░░░, ░░░░░░ ░░░░ ░░ ░░░░░ ░░░░░ ░░░░░ ░░░░░░░ ░░░ ░░░. ░░░░░░░ ░░░░░░, ░░░ ░░ ░░░░░░░░ ░░░░░░░ ░░░░░░░░, ░░░░ ░░░░░░ ░░░ ░░ ░░░░░ ░░░░░ ░░░░░░░░░, ░░░ ░░░░░ ░░░░░░ ░ ░░░░ ░░░░░░░. ░░░-░░░░ ░░░░░░░ ░░░░ ░░░ ░ ░░░░░░░░░ ░░░ ░░░ ░░░░░ ░░░░░ ░░ ░░░ ░░░░░░. ░░░░░ ░░░░ ░░░░░░░░░░░ ░░░░░░░░ ░░░ ░░░-░░-░░░ ░░░░░░░ ░░░ ░░░░ ░░ ░░░ ░░ ░░░░ ░░░░ ░░░░ ░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░░░░░ ░░░░░. ░░░░░ ░░░░░ ░░░░░░░ ░░░░ ░░░░ ░░░ ░░░░░░░░░░░ ░░░░ ░░░ ░░░ ░░░░░ ░░░░░░░░, ░░░░░░ ░░ ░░░░░░ ░░░░░░░░ ░░░░░░ ░░░░ ░░ ░░░ ░░░. ░░░░ ░░’░ ░░░░░░░░░ ░░ ░░░ ░░░ ░░░-░░░░ ░░░░░░░░░ ░░░░░░░░░░ ░░░░░░ ░░░░ ░░░ ░░░ ░░ ░░░░. ‘░ ░░░░░░ ░░░░ ░░ ░░░’. ░░░░░░░ ░░░, ‘░░░░░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░. ░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░’. ‘░░░░░ ░░ ░░░░ ░░░░ ░░░░░░░░’. ░░░░░░░ ░░░░ ░░░░░ ░░░░░ ░░░░░░, ░░░░░’░ ░░░ ░ ░░░░░░ ░░░░░░░░░. ░░░░ ░░░░░, ░░░░ ░░░░ ░░ ░░░░ ░░ ░░░░░░░░ ░░░░ ░░░░ ░░░░░░░░░░░ ░░░░░? ░░░ ░░ ░░░ ░ ░░░-░░░ ░░░░░░ ░░░░ ░░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░░ ░░ ░░░ ░░░░ ░░░░ ░░░ ░░░░ ░░░ ░░░░░ ░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░░░░ ░░░░ ░░ ░░░░░░░ ░░░░░░ ░░░░░.

Headteacher

░░░░░ ░░░░░░░░░ ░░░░, ░░ ░░░░ ░░░░░░░░░░░, ░░░░░░░░░░ ░░░░░░ ░░░░░░░░░ ░░ ░░░░░░░░░░░ ░░░░░░░░░ ░░░░░░░.

Entrance

░░░░ ░░ ░░░ ░░░░ ░░░░░░░░░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░. ░░░░░░ ░░░ ░░░░░, ░░░░░ ░░░ ░░░░░░.

Exit

░░░░░░░░ ░░ ░░░░░ ░░░░░ ░░░░░░░, ░░░░░░░░░░ ░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░░░░ ░░░░░░░░ ░░░░░ ░░░░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░░, ░░░░ ░░ ░░░░░░ ░░░░░ ░░░ ░░░░, ░░░░░░ ░░░ ░░░░. ░░░░ ░░░ ░░░░░░░░░░░ ░░░░ ░░░ ░░░░░ ░░░░░ ░░ ░░░ ░░░░░░░ ░░░░░ ░░░░░ ░░░░░░░, ░░░░ ░░░ ░░░░░░ ░░░ ░░░░ ░░░░ ░░░ ░░░░░░░ ░░░░░░.

Our View

░ ░░░░░░░░░, ░░░░░░░, ░░░░░░░░ ░░░░░ ░░░░░░ ░░░░ ░░░░ ░░░░ ░░░░░░░ ░░░ ░░░ ░░░░░░░ ░░░ ░░░░ ░░░░░ ░░░░░░░ ░░░░░░ ░░░░░░░. ░░░░ ░░░░ ░░ ░░░░░░░░ ░░░░; ░░░ ░░░░░░ ░░░ ░ ░░░░ ░░░░░░ ░░░ ░░░░ ░ ░░░░░░░ ░░ ░░░░░░░░░░░, ░░░░ ░░░░░░░ ░░░ ░░░░, ░░░░░░░░░ ░░░ ░░░░░ ░░░ ░░░░░░░░░░░░░ ░░░░░░░░░░░. ░░ ░░░░ ░░░░░ ░░░░░ ░░ ░░░░ ░░░░░░ ░░░░░░ ░░░░░ ░░ ░░░░ ░░ ░░░░░░░░░░ ░░░░ ░░░ ░░░░░ ░░. ░░ ░░░░’░ ░░░░ ░ ░░░░ ░░ ░ ░░░░░░ ░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░. ░░░░░░░░░░ ░░░ ░░░░░, ░░░░░░ ░░░ ░░░░ ░░ ░░░░░, ░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░. ░░░░░░░░░░ ░░░░░░░░░░░ ░░░░ ░░░░░░░░░░░ ░░░░░░░░. ░░░░░░░░░░ ░░░░░░░░░░. ░░░░░░░ ░░░░ ░░ ‘░░░░░░░░░ ░░░░░░░░’, ‘░░░░░░░░░, ░░░░░░░░░ ░░░░░░░░’, ‘░░░░░ ░░░░░░░░░░’ ░░░ ‘░░░░░░ ░░░░ ░░░ ░░░ ░░░░ ░░░░ ░░░░░░░░ ░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░'. ░░ ░░░░ ░░░░░░░░░ ░░ ░░░ ░ ░░░░ ░░░░░░ ░░ ░░░░ ░░░░░░░░, ░░░ ░░ ░░░░ ░░░ ░░░░░ ░░ ░░░░. ░░░░░░░░░░ ░ ░░░ ░░░░░░░░ ░░░ ░░░░ ░░░░’░ ░░░░░░ ░░ ░░░░░░; ░░░░░░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░ ░░░░. ░░░ ░░░░░ ░░░░░░░ ░░░ ░░░ ░░░░░░░░░ ░░░░░░░░░ ░░░░ ░░░░ ░░░░░░ ░░░ ░░░░░ ░░░ ░░░░░░░░. ░░ ░░░░ ░░░░, ‘░░░ ░░░░░░░░ ░░ ░░░░░░░░░ ░░░░░░░, ░ ░░░░ ░░░░░░░░░░░░░ ░░░░░░░ ░░░░░░░ ░░░ ░░░░░, ░░░░░░░ ░░░ ░░░░░░░, ░░░ ░░░░░ ░░░ ░░░░░, ░░░░ ░░░ ░░░░ ░░░░ ░░░░░’. ‘░░ ░░░░░░░░, ░░░ ░░░░░░░░░ ░░ ░░░░░ ░░░ ░░░░, ░░░░ ░░░ ░░░░░░ ░░ ░░░░░░ ░░░ ░░ ░░░░░░░░ ░░░ ░░ ░░░░░░░░ ░░░ ░░░░░░░░░░’. ░░░░ ░░ ░░░░░, ░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░░ ░░░░░░░░░░░. ░░░░░░░ ░░░░░░░ ░░░░░░░░░ ░░░ ░░░░░ ░░░ ░░░░ ░░ ░░░░░ ░ ░░░░░░░░░░ ░░░░░░░░░░. ░░░░░░░░ ░░░░░░ ░░░ ░░░░░░░░ ░░ ░░░░ ░. ░░░ ░░░░░░ ░░░░░░░ ░░░░░░ ░░ ░░░ ░░░░░ ░░░░░░░░░ ░░░ ░░░░ ░░ ░░░. ░░░░░ ░░░ ░░ ░░░░░░░ ░░ ░░░ ░░░░░░ ░░░, ░░░░ ░░ ░░░░ ░░░░░, ░░░░░░ ░░ ░░░░░░░░ ░░░░░░░░ - ‘░░░░ ░░░░░░░░░ ░░ ░░░░!’ ░░░ ░ ░░░░░ ░░░░░░░, ░░░ ░░░░░ ░░ ░░░░░░░░░░░. ░ ░░░░░ ░░░ ░░░░░ ░░░░ ░░░░░░░░ ░░░ ░░░░░░░, ░░░░░░░, ░░░░░░░░░░, ░░░░░░░░, ░░░░░ ░░░ ░░░░░ ░░░░░░, ░░░░ ░░ ░░░░░ ░░░░ ░░░░ ░░░░░░░░░░░░░ ░░░░░░░ ░░░░░ ░░░░░░░. ░░░ ░░░░░░, ░░░░ ░░░░░░░ ░░░░░, ░░░ ░░ ░░ ░ ░░░░░░░░░ ░░░ ░░░░░ ░░░ ░░░ ░░░░░░░ ░░░░░░ ░░░░░░░░, ░░ ░░░░ ░░░ ░░░░░. ░░░ ░░░░ ░░░░ ░░░░░ ░░░ ░░░░░░ ░░░░░░░░ ░░░░ – ░░░ ░░░░░░░░ ░ ░░░░ ░░░ ░░░░ ░░░░░. ░░░░░ ░░ ░░░░ ░░ ░░░ ░░░░░ ░░░░ ░░ ░░░░░░░░░ ░░░░ ░░ ░░░ ░░░░░░░░░░. ░ ░░░░░ ░░░░░░░ ░░ ░░░░░-░░░░░░ ░░░░░ ░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░ ░░░░░. ░░ ░░░░ ░ ░░░, ░░░ ░░░░░░ ░░ ░░░░░ ░░░░░░░ ░░░░░░░░ ░░░░ ░ ░░░░░░░ ░░░░░░ ░░ ░░░░░ ░░░░░░░░░. ░░░ ░░░░░░ ░░░ ░░ ░░░░░░░ ░░░░░ ░░░░░ ░░░░░░░░░ ░░░░░░░. ░░░░░ ░░░░░ ░░░ ░░ ░░░░░░░ ░░░░░░░░ ░░░ ░░░░ ░ ░░░░. ░░ ░░░░ ░░ ░░░ ░░░░░ ░░░░ ░░░░░, ░░░░░ ░░░ ░░░░ ░░░░ ░░░░░, ░░░░░░░░░ ░ ░░░░ ░░░ ░ ‘░░░░░’ ░░░ ░░░░░░░, ░ ░░░░░░░░░ ░░░░░░ – ‘░░░░ ░░ ░░░, ░░░░ ░░ ░░░░’ – ░░░, ░░░░░░ ░░░░░░░░, ░ ░░░ ░░░ ░░░░░░░░ ░░░░░ ░░░░, ░░ ░░░░░░, ░░░░ ░░░ ░░░░░. ░░░░░░░░░░░ ░░░░░ ░░░ ░░░░░ ░░ ░░░░░░ ░░░░ ░░░ ░░░ ░░░░░░░░, ░░░░░░ ░░░░ ░░ ░░░░░ ░░░░░ ░░░░░ ░░░░░░░ ░░░ ░░░. ░░░░░░░ ░░░░░░, ░░░ ░░ ░░░░░░░░ ░░░░░░░ ░░░░░░░░, ░░░░ ░░░░░░ ░░░ ░░ ░░░░░ ░░░░░ ░░░░░░░░░, ░░░ ░░░░░ ░░░░░░ ░ ░░░░ ░░░░░░░. ░░░-░░░░ ░░░░░░░ ░░░░ ░░░ ░ ░░░░░░░░░ ░░░ ░░░ ░░░░░ ░░░░░ ░░ ░░░ ░░░░░░. ░░░░░ ░░░░ ░░░░░░░░░░░ ░░░░░░░░ ░░░ ░░░-░░-░░░ ░░░░░░░ ░░░ ░░░░ ░░ ░░░ ░░ ░░░░ ░░░░ ░░░░ ░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░░░░░ ░░░░░. ░░░░░ ░░░░░ ░░░░░░░ ░░░░ ░░░░ ░░░ ░░░░░░░░░░░ ░░░░ ░░░ ░░░ ░░░░░ ░░░░░░░░, ░░░░░░ ░░ ░░░░░░ ░░░░░░░░ ░░░░░░ ░░░░ ░░ ░░░ ░░░. ░░░░ ░░’░ ░░░░░░░░░ ░░ ░░░ ░░░ ░░░-░░░░ ░░░░░░░░░ ░░░░░░░░░░ ░░░░░░ ░░░░ ░░░ ░░░ ░░ ░░░░. ‘░ ░░░░░░ ░░░░ ░░ ░░░’. ░░░░░░░ ░░░, ‘░░░░░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░. ░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░’. ‘░░░░░ ░░ ░░░░ ░░░░ ░░░░░░░░’. ░░░░░░░ ░░░░ ░░░░░ ░░░░░ ░░░░░░, ░░░░░’░ ░░░ ░ ░░░░░░ ░░░░░░░░░. ░░░░ ░░░░░, ░░░░ ░░░░ ░░ ░░░░ ░░ ░░░░░░░░ ░░░░ ░░░░ ░░░░░░░░░░░ ░░░░░? ░░░ ░░ ░░░ ░ ░░░-░░░ ░░░░░░ ░░░░ ░░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░░ ░░ ░░░ ░░░░ ░░░░ ░░░ ░░░░ ░░░ ░░░░░ ░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░░░░ ░░░░ ░░ ░░░░░░░ ░░░░░░ ░░░░░.


Special Education Needs Survey


SEN Statement

At Coombe Hill Junior School we recognise that every child will at some stage experience a barrier to learning. We ensure that we have an individual knowledge of every child and set individual targets each term so that each child can move forward in their learning. Grouping for Maths and English benefits all of our children, including those with learning difficulties and those who are very able. We have high expectations for all our pupils and this consistently means excellent progress for all.

Early intervention is at the heart of our approach as we believe that this enables us to address a child’s individual needs quickly and effectively. Once a child has been identified as having a particular need they are placed on the Special Educational Needs Register in full consultation with parents. This is divided into School Action, School Action Plus and Statemented in accordance with the SEN Code of Practice.

At School Action we provide a range of intervention groups which enable your child to master the skill he / she is experiencing difficulty with, be it reading, spelling, writing, motor difficulties, basic number work or social skills. These are all delivered in a lively and creative way by our very experienced team of Learning Support Assistants under the direction of the SENCO (Special Educational Needs Coordinator) and Year Group Leaders.

When a child is placed at School Action Plus we identify that they need support and assessment from an outside agency; this might be a Speech and Language therapist, Occupational Therapist, Educational Psychologist or a member of the Behaviour Support Team. Again, parents would be fully involved and informed of outcomes.

We carefully monitor the progress of children with SEN and should they not make the appropriate progress at School Action Plus, we would look at if the child meets the criteria for statutory assessment in accordance with guidelines of the Joint Criteria of Statutory Assessment.

All children identified on the SEN register have a termly IEP (Individual Education Plan) which is reviewed and discussed with parents at termly SEN drop in meetings.

September 2013

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 Mild
Aspergers Syndrome Moderate
Aspergers Syndrome Severe
Autism Mild
Autism Moderate
Autism Severe
Semantic Pragmatic Disorder
Other Autistic

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 Mild
Attention Deficit Disorder Moderate
Attention Deficit Disorder Severe
Attention Deficit / Hyperactivity Disorders Mild
Attention Deficit / Hyperactivity Disorders Moderate
Attention Deficit / Hyperactivity Disorders Severe
Emotional and behavioural difficulties Mild
Emotional and behavioural difficulties Moderate
Emotional and behavioural difficulties Severe
Conduct Disorders
Obsessive Compulsive Disorders
Oppositional Defiant Disorders
Tourettes and other tic disorders

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 Mild
Down's Syndrome Moderate
Down's Syndrome Severe
Fragile X
Other genetic

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 difficulties
Profound and multiple learning difficulties
Severe learning difficulties

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 Mild
Dyscalculia Moderate
Dyscalculia Severe
Dyslexia Mild
Dyslexia Moderate
Dyslexia Severe
Dyspraxia Mild
Dyspraxia Moderate
Dyspraxia Severe
Other Specific Learning Difficulties Mild
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 Mild
Hearing Impairment Moderate
Hearing Impairment Severe
Multi-sensory Impairment
Speech and Language Difficulties
Visual Impairment Mild
Visual Impairment Moderate
Visual Impairment Severe

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 Mild
Cerebral Palsy Moderate
Cerebral Palsy Severe
"Delicate" children
Epilepsy
Eating disorders
Physical Difficulties (Not indicated elsewhere.)
Other

General Questions

Are all children tested for SEN on entry to the school?
Please outline the screening programmes used by the school.
How many children with statements of need or equivalent do you have in the school?
Do you make special provision for exceptionally gifted children?
Please outline what is on offer for such children
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.
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?
Do children with SEN participate fully in sport and other extracurricular activities?
Please provide information on staffing. Does the school have:
A SENCO or equivalent?
Staff who will administer prescription medicines to a child
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).
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.

Coombe Hill Junior School Catchment Area Map

Comments




Be the first to comment on this school.


Please login/register to comment.


Coombe Hill Junior School Where to pupils come from and Go to

Coombe Hill Junior School A Level, GCSE Exam Results, Tables and Graphs

School Features


Curricula

OFSTED Outstanding school


Coombe Hill Junior School KS2, GCSE, Alevel Results and Performance

Ofsted report, English Baccalaurate, value Added

Coombe Hill Junior School University Leavers Data

For Sale
To Rent
School

Properties shown within a 3 mile radius

Hide Zoopla markers
Property information powered by Zoopla

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.

Read more