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Honeywell Infant School

Address
Honeywell Road
London
SW11 6EF
Tel
020 7228 6811
Fax
020 7738 9101
Email
Web
If you are a representative of Honeywell Infant School and wish to add to or amend the information we hold on the school please click here

Honeywell Infant School, London is a state school for boys and girls aged from 3 to 7.

Local authority:

Wandsworth

Pupils:

334

Religion:

Non-denominational

Open days:

November


Properties

Properties for rent:

Properties for sale:


Linked schools

Linked Schools: Honeywell Junior School

Good Schools Guide Review Snapshot

Excellent results at each stage. Head is aware that the middle achievers deserve special consideration too, not just the high flyers and the ones who are struggling. School is currently focusing on how to make maths more ‘girl friendly...’
Read More


School Self Portrait

At Honeywell we pride ourselves in offering the best possible education for every child. Children come to school wanting to learn and consequently do extremely well in our happy and creative school. The school has maintained high standards for a significant number of years and remains, as ever, extremely popular. Graded as Outstanding by Ofsted in 2010. Read More

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The Good Schools Guide Review of Honeywell Infant School, London, SW11 6EF

Our View

░░░░░░ ░░ ░░░░░░ ░░ ░░ ░░░░░░░░ ░░░░░░░░░ ░░░░░░░░, ░ ░░░░░’░ ░░░░░ ░░░░ ░░░░░░░░░░ ░░░░░░. ░░░░░░░ ░░ ░░░ ░░░░ ░░░░ ░░ ░░░ ░░░░░░░, ░░░░░░ ░░░░ ░░░ ░░░ ░░░ ░░░░, ░░░░ ░░ ░░░░ ░░░░░░░░░░ ░░ ░░░░░ ░░░ ░░░ ░░░░░. ░░░░░░░ ░░░░░ ░ ░░░░░░░░░ ░░░░, ░░░░░ ░░░░ ░░░ ░░░░ ░░░░░░░░░░. ░░░░░░░ ░░░ ░░ ░░░ ░░░ ░░░░░░░░░░ ░░ ░░░░░░ ░░░░░░, ░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░ ░░░ ░░ ░░░. ░░ ░░░ ░░░░ ░░░░, ‘░░ ░░░ ░░░ ░░░░ ░░ ░░░░ ░░░░░░.’ ░ ░░░░░ ░░ ░░ ░░░ ░░░░░░░░ ░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░. ░ ░░░░░ ░░░░░░ ░░ ░░░░░░░░ ░░░░ ░░░░░░░░░░. ░░░░░░░░░ ░░░░░░░░░░░, ░░░░░░░░░░ ░░ ░░░ ░░░░░ ░░░░░. ░░░░░░░░ ░░░░░░░░░ ░░ ░░░░░░ ░░░░ ░░░░░░░░░ ░░░ ░░░░░ ░░ ░░░░ ░░░░░ – ░░░ ░░░░░░ ░░░’░ ░░░░ ░░░░░░ ░░░-░░░░░░░ ░░ ░░░░░░░░ ░░░░ ░░░░░ ░░ ░░ ░░░░░░░░░░. ░░░░░░░░░ ░░░░░░░ ░░ ░░░░ ░░░░░. ░░░░ ░░ ░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░░░░░░░░░░ ░░░, ░░░ ░░░░ ░░░ ░░░░ ░░░░░░ ░░░ ░░░ ░░░░ ░░░ ░░░ ░░░░░░░░░░. ░░░░░░ ░░ ░░░░░░░░░ ░░░░░░░░ ░░ ░░░ ░░ ░░░░ ░░░░░ ░░░░ ‘░░░░ ░░░░░░░░.’ ░░░░░ ░░ ░░░░░░░ ░░░░░ ░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░░░░ ░░░ ░░░ ░░░░░░. ░░░ ░░░░ ░░░░ ░░: ‘░░░ ░░░░░░░░ ░░░ ░░ ░░░ ░░░ ░░░░░░ ░░░░ ░░░░ ░░░░ ░░░’░ ░░ ░░ ░░░░.’ ░░░░░░ ░░░░ ░░░░░ ░░░ ░░░░░░░░░░ ░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░░░░░░░░ ░░░░░░, ░░░░░░░░ ░░░░ ░░░░░░, ░░░░░░░░░░, ░░░░░░░░░ ░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░ – ░░░░░░░░░, ░░░░░░░░░░░ ░░░ ░░░ ░░░░ ░░ ░░░░░ ░░░░░░░. ░░░-░░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░ ░░’░ ░░░ ░░░░ ░░░░ ░░░░ ░░ ░░░░░. ░░░░░░░░░ ░░░, ░░ ░░░░ ░░░░ ░░░░░ ░░░░ ░░░ ░░░░░░ ░░ ░░░ ░░. ░░░░░ ░░░ ░░░░░, ░░░░ ░░░ ░░░░░░░, ░░░░░░░░ ░░░░ ░░░░░ ░░░░░-░░░░░░░░ ░░░░░░░░░. ░░░░ ░░░░░░░ ░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░ ░░░░░░░░░ ░░ ░░░░ ░░░░. ░░░░ ░░░░░░░░ ░░░░ ░░░░░░ ░░░░░ ░░░░░░░░░ ░░░░░░ ░░ ░░ ░░░░░░ ░░░░░░░░, ░░ ░░░░ ░░ ░░░░░░░░░ ░░░░░░░░░░░░. ░░ ░░░░░░░, ░░░░░ ░░░░░░░ ░░░░░░░░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░░░░, ░░░ ░░░░ ░░░░░░ ░░░░░ ░░ ░░░░ ░░░░░░░░░░ ░░. ░ ░░░░ ░░░░░░░░░ ░░░░░░. ░░░░░ ░░░░░ ░░░ ░░░░░ ░░░░░░░░, ░░░ ░░░ ░░░░░░ ░░ ░░░░░░░░ ░░░░. ░░░░░░ ░░░░░░░░░░, ░░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░ ░░ ░░░░░ ░░░░. ░░░░░░░░ ░░ ░░░░ ░░░ ░░ ░░░░░░░░░. ░░░ ░░░░░░ ░░░░░░░░ ░░░░░░░░░░, ░░░░░░░░░ ░░░░░░░░ ░░░ ░░░ ░░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░░░░ ░░░░ ░░░░░ ░░. ░░░ ░░░░░░ ░░░░ ░░: ‘░░░░░░░░░’░ ░░░░░░░░ ░░ ░░░░ ░░░░░ ░░ ░ ░░░░░░░ ░░ ░░░░░░░░░ ░░░░░ ░░░ ░░░░░░. ░░░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░ ░░░░ ░░░░░.’ ░░ ░░░░, ░░░ ░░░░░░ ░░ ░░░░░░ ░░░░░░░ ░░░ ░░░’░ ░░░░░░░ ░░ ░░░ ░░░░░░░. ░░░░░░░░ ░░░ ░░░ ░░ ░ ░░░░░░ ░░░░░ ░░░░ ░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░ ░░░░ ░░░░░░ ░░░ ░░░░░ ░░ ░░░ ░░░░░ ░░░░░░░░░ ░ ░░░░░.

Head Teacher

░░░░░ ░░░░, ░░ ░░░░ ░░░░ ░░░ ░░░░. ░░░░░░░░░░ ░░░░░░ ░░░░, ░░░ ░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░ ░░ ░░░░░ ░░ ░░░░░. ░░░ ░░░░░░░░ – ░░░ ░░ ░░░░░░░░░ ░░░ ░░░ ░░ ░░░░░░░░░. ░░░░░░ ░░░░░░ ░░░ ░░░░░░░░░░. ░░░░░ ░░ ░░░ ░░░░░░ ░░░ ░░░░░░░ ░░ ░░░░░ ░░ ░░░ ░░░░ – ‘░ ░░░░ ░░░░ ░░░░ ░░ ░░░░░,’ ░░░ ░░░░░░ ░░░░ ░░. ‘░░░’░ ░░░░ ░░ ░░░ ░░░░ ░░░ ░░░░░ ░░░ ░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░░,’ ░░░░ ░░░░░░░. ░░░░░░░░░░ ░░░░░ ░░░░░ ░░░░░ ░░░░░░░░ ░░░ ░░░░ ░░ ░░░░░░░, ░░░░░░░, ░░░░░░░ ░░░ ░░░░░░░░’░ ░░░░░░░.

Entrance

░░ ░ ░░ ░░░░░░░, ░░░░░░░░ ░░░░░’░ ░░ ░░░░░░░░░ ░░░░░░░░ ░░ ░░░░░░ ░░░░░░ ░░ ░. ░░░░░░░ ░░░░░░ ░░ ░░░░ ░░░░ ░░░░░░, ░░░░ ░░ ░░░░ ░░░░ ░░░░░░ (░░ ░░░░░░░ ░░ ░ ░░░░░). ░░░░ ░░░░░░░░░, ░░░░░ ░░░░░░░░ ░░░░░░░, ░░░░ ░░ ░░░ ░░░░░. ░░░░░░░ ░░░ ░░░░░░░░░ ░░░ ░░░░░ ░░░░ ░░░░░░░░░. ░ ░░░░░░░ ░░░░░ ░░ ░░░ ░░░ ░░ ░░░░░░░. ░░░ ░░░░ ░░░░░░░ ░░ ░░░ ░░░░ ░░░░░░░ ░░░░ ░░░░░░░░░. ░░░░░░░░ ░░░ ░░░░░░ ░░ ░░░░░░ ░░░░░░ – ░░░░░░░░ ░░ ░░░ ░░░░, ░░░░░░░░, ░░░░░ ░░░░ ░░░░░░░░░░░ ░░░░░░░ ░░ ░░░░░░░ ░░░░, ░░░░░░░░░ ░░ ░░░ ░░░░░░ (░░ ░░░ ░░░░ ░░░░░). ░░░░ ░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░, ░░░░ ░░░░░ ░░ ░░░░░░░░░ ░ ░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░, ░░░░░░ ░░’░ ░░░░░ ░░░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░ ░░░░░░░.

Exit

░░░ ░░ ░░░░░░ ░░░░░░. ░░░░░░░░ ░░░░ ░░ ░░░░░░░ ░░ ░░░░░░░░░ ░░░░░░, ░░░░░░ ░░ ░░░░░░ ░░ ░░░░░░░ ░░░░░░░░ (░░░░░░) ░░░ ░░░░░░░░░ ░░░░░░░░ (░░░░░░░). ░░ ░░░ ░░░░░░ ░░░ ░░: ‘░░░░░’░ ░░░░ ░░░░░░ ░░░░░░ ░░ ░░░ ░░░ ░░░░░░░ ░░░ ░░░ ░░░░ ░░ ░░░ ░░░ ░░░░░░ ░░ ░░░░ ░░░░ ░ ░░░░░░░ ░░░░░░░░░░░.’

Our View

░░░░░░ ░░ ░░░░░░ ░░ ░░ ░░░░░░░░ ░░░░░░░░░ ░░░░░░░░, ░ ░░░░░’░ ░░░░░ ░░░░ ░░░░░░░░░░ ░░░░░░. ░░░░░░░ ░░ ░░░ ░░░░ ░░░░ ░░ ░░░ ░░░░░░░, ░░░░░░ ░░░░ ░░░ ░░░ ░░░ ░░░░, ░░░░ ░░ ░░░░ ░░░░░░░░░░ ░░ ░░░░░ ░░░ ░░░ ░░░░░. ░░░░░░░ ░░░░░ ░ ░░░░░░░░░ ░░░░, ░░░░░ ░░░░ ░░░ ░░░░ ░░░░░░░░░░. ░░░░░░░ ░░░ ░░ ░░░ ░░░ ░░░░░░░░░░ ░░ ░░░░░░ ░░░░░░, ░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░ ░░░ ░░ ░░░. ░░ ░░░ ░░░░ ░░░░, ‘░░ ░░░ ░░░ ░░░░ ░░ ░░░░ ░░░░░░.’ ░ ░░░░░ ░░ ░░ ░░░ ░░░░░░░░ ░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░. ░ ░░░░░ ░░░░░░ ░░ ░░░░░░░░ ░░░░ ░░░░░░░░░░. ░░░░░░░░░ ░░░░░░░░░░░, ░░░░░░░░░░ ░░ ░░░ ░░░░░ ░░░░░. ░░░░░░░░ ░░░░░░░░░ ░░ ░░░░░░ ░░░░ ░░░░░░░░░ ░░░ ░░░░░ ░░ ░░░░ ░░░░░ – ░░░ ░░░░░░ ░░░’░ ░░░░ ░░░░░░ ░░░-░░░░░░░ ░░ ░░░░░░░░ ░░░░ ░░░░░ ░░ ░░ ░░░░░░░░░░. ░░░░░░░░░ ░░░░░░░ ░░ ░░░░ ░░░░░. ░░░░ ░░ ░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░░░░░░░░░░ ░░░, ░░░ ░░░░ ░░░ ░░░░ ░░░░░░ ░░░ ░░░ ░░░░ ░░░ ░░░ ░░░░░░░░░░. ░░░░░░ ░░ ░░░░░░░░░ ░░░░░░░░ ░░ ░░░ ░░ ░░░░ ░░░░░ ░░░░ ‘░░░░ ░░░░░░░░.’ ░░░░░ ░░ ░░░░░░░ ░░░░░ ░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░░░░ ░░░ ░░░ ░░░░░░. ░░░ ░░░░ ░░░░ ░░: ‘░░░ ░░░░░░░░ ░░░ ░░ ░░░ ░░░ ░░░░░░ ░░░░ ░░░░ ░░░░ ░░░’░ ░░ ░░ ░░░░.’ ░░░░░░ ░░░░ ░░░░░ ░░░ ░░░░░░░░░░ ░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░░░░░░░░ ░░░░░░, ░░░░░░░░ ░░░░ ░░░░░░, ░░░░░░░░░░, ░░░░░░░░░ ░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░ – ░░░░░░░░░, ░░░░░░░░░░░ ░░░ ░░░ ░░░░ ░░ ░░░░░ ░░░░░░░. ░░░-░░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░ ░░’░ ░░░ ░░░░ ░░░░ ░░░░ ░░ ░░░░░. ░░░░░░░░░ ░░░, ░░ ░░░░ ░░░░ ░░░░░ ░░░░ ░░░ ░░░░░░ ░░ ░░░ ░░. ░░░░░ ░░░ ░░░░░, ░░░░ ░░░ ░░░░░░░, ░░░░░░░░ ░░░░ ░░░░░ ░░░░░-░░░░░░░░ ░░░░░░░░░. ░░░░ ░░░░░░░ ░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░ ░░░░░░░░░ ░░ ░░░░ ░░░░. ░░░░ ░░░░░░░░ ░░░░ ░░░░░░ ░░░░░ ░░░░░░░░░ ░░░░░░ ░░ ░░ ░░░░░░ ░░░░░░░░, ░░ ░░░░ ░░ ░░░░░░░░░ ░░░░░░░░░░░░. ░░ ░░░░░░░, ░░░░░ ░░░░░░░ ░░░░░░░░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░░░░, ░░░ ░░░░ ░░░░░░ ░░░░░ ░░ ░░░░ ░░░░░░░░░░ ░░. ░ ░░░░ ░░░░░░░░░ ░░░░░░. ░░░░░ ░░░░░ ░░░ ░░░░░ ░░░░░░░░, ░░░ ░░░ ░░░░░░ ░░ ░░░░░░░░ ░░░░. ░░░░░░ ░░░░░░░░░░, ░░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░ ░░ ░░░░░ ░░░░. ░░░░░░░░ ░░ ░░░░ ░░░ ░░ ░░░░░░░░░. ░░░ ░░░░░░ ░░░░░░░░ ░░░░░░░░░░, ░░░░░░░░░ ░░░░░░░░ ░░░ ░░░ ░░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░░░░ ░░░░ ░░░░░ ░░. ░░░ ░░░░░░ ░░░░ ░░: ‘░░░░░░░░░’░ ░░░░░░░░ ░░ ░░░░ ░░░░░ ░░ ░ ░░░░░░░ ░░ ░░░░░░░░░ ░░░░░ ░░░ ░░░░░░. ░░░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░ ░░░░ ░░░░░.’ ░░ ░░░░, ░░░ ░░░░░░ ░░ ░░░░░░ ░░░░░░░ ░░░ ░░░’░ ░░░░░░░ ░░ ░░░ ░░░░░░░. ░░░░░░░░ ░░░ ░░░ ░░ ░ ░░░░░░ ░░░░░ ░░░░ ░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░ ░░░░ ░░░░░░ ░░░ ░░░░░ ░░ ░░░ ░░░░░ ░░░░░░░░░ ░ ░░░░░.


Special Education Needs Survey


SEN Statement

We are an inclusive school that caters for the needs of all children, including those with specific Special Needs.

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 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 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 ModerateTicked
Other Specific Learning Difficulties SevereTicked
English as an additional languageTicked

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 SevereTicked
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 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.

Honeywell Infant School Catchment Area Map

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Honeywell Infant School Where to pupils come from and Go to

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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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