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King's College Junior School (Wimbledon)
King's College Junior School (Wimbledon) Where to pupils come from and Go to
King's College Junior School (Wimbledon) A Level, GCSE Exam Results, Tables and Graphs
King's College Junior School (Wimbledon) KS2, GCSE, Alevel Results and Performance
Ofsted report, English Baccalaurate, value Added
King's College Junior School (Wimbledon) University Leavers Data
Wimbledon Common
London
SW19 4TT
King's College Junior School (Wimbledon)
King's College Junior School (Wimbledon), London is an independent school for boys aged from 7 to 13.
Good Schools Guide Review Snapshot
The boys we saw were smiling, bright-faced and relaxed with, seemingly, an easy relationship with their attendant adults. Junior school parents are grateful and unanimous - 'It's fabulous'; 'Almost without exception the teachers are amazingly inspirational'; 'I wish I'd had this sort of education'; 'The sports are good, but my two boys are very different and it doesn't matter if you're not sporty.... Read More
The Good Schools Guide Review of King's College Junior School (Wimbledon), London, SW19 4TT
Our View
░░░░░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░ ░░░░░░, ░░░░░░ ░░░░ ░░░░ ░ ░░░░░░░░ ░░ ░░░ ░░ ░░░ ░░░, ░░░ ░░░░░░ ░░░░░░ ░░░░░░ ░░░░░░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░ ░░░ ░░ ░░░░░░░░ ░░ ░░. ░░░ ░░░ ░░░░ ░░░░░░░░░ - ░░░ ░░░ ░░░ ░░░░░░░░ ░░░░, ░░░░░░░░, ░░░ ░░░░░░ ░░░ ░░░ ░░░░░ ░░░░ - ░░░ ░░ ░░░░░░░░░░ ░░░░░░ ░░ ░░░░. ░░░░░░░░, ░░░░░░░░ ░░░ ░░░░ ░░ ░░░░░░░░, ░░░░░ ░░░░░, ░░ ░ ░░░░░░░░░ ░░░░░░░░ ░░░░░ ░░░░ ░░░░░░ ░░░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░ ░ ░░░░░░░░░░░░ ░░░░░░░░░░░ ░░░░░░ ░░░ ░░░░░ ░░░░. ░░░ ░░░░░░░ ░░░░ ░░░ ░░░░░░ - ░░ ░░ ░ ░░░░░ - ░░ ░░░ ░░░░░░ ░░░░░░░░ ░░ ░░░░, ░░░ ░░░ ░░░░░ ░░░░ - ░░ ░░ ░ ░░░░░ - ░░ ░░░ ░░░░░░░ ░░░ ░░░░░░ ░░░░░ ░░ ░░░. ░░░░░░ ░░ ░░░░░░ ░░ ░░░░░░░ ░░ ░░-░░. ░░░ ░░░░░ ░░░ ░░░░-░░░, ░░░░-░░░░░ ░░░ ░░░░ ░░░░ ░░░░░░░░. ░░ ░░░░░ ░░░ ░░░░░░ ░░░░░ ░░░░░ ░░░░░ ░░░░░, '░░░░ ░░░ ░░░ ░░░░░ ░░░ ░░░░░░░░░ ░░░░ ░░ ░░░░?' ░░░ ░░░░ ░░░░ ░░░ ░░░░░░░ ░░ ░ ░░░░░░ ░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░ ░░ ░░░░░, ░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░ ░░░░░░. ░░░ ░░░ ░░░░░░░░░░░░ ░░░░ ░░░ ░░░░░░░ - ░░░░░ ░░░░ ░░░░░░░ ░░░ ░░░ ░░░░░ ░░░░░ ░░░░░ ░░ ░░░ ░░░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░-░░░░░░ ░░░░░░░ ░░░░░. ░░░ ░░░░ ░░ ░░░ ░░░░ ░░░░░░░, ░░░░░░-░░░░░ ░░░ ░░░░░░░ ░░░░, ░░░░░░░░░, ░░ ░░░░ ░░░░░░░░░░░░ ░░░░ ░░░░░ ░░░░░░░░░ ░░░░░░. ░░░░░░░, ░░░░ ░░░░░░░░░░░░ ░░░░░░░ ░░░░ ░ ░░░░░░░ ░░░░░░░░░░░░ ░░░░ ░░░ ░░░░░░░ ░░░░░░ ░░░░ ░░░░░░░ ░░ ░░░░░, ░░░░░, ░░░ ░░ ░░░░ ░░░░░ ░░ ░ ░░░░░░ ░░░░░░░░░░░ ░░ ░░░░ ░░░░ ░░░░ ░░░░░ ░░ ░░░░░░░░ - ░░░░ ░░░░. ░░░░, ░░░░ ░░░ ░░░ ░░ ░░░░░░░ ░░░░'░ ░░░░░░░ ░░ ░░░░ £░░,░░░ ░░░ ░░░ ░░░░░░ ░░░░░░░ ░░░░░░░░'░ ░░░░, ░░ ░ ░░░░ ░░ ░░░░░ ░░░░░ ░░░░░░░ ░░░░░░░ ░░░░░░░░░░, ░░░ ░░░ ░░░░░░░░ ░░░░░░░░░, ░░░░░░ ░░░░░░░░░░░, ░░░░░░░░░ ░░░░░░░░ ░░░░░░░ ░░░ ░░░░ ░░░░ ░░░ ░░░░░ ░░░░ ░░░░░ ░░░░░░░░░, ░░░░░ ░░░ ░ ░░░░░░░ ░░░░░░░░░░░ ░░░░ ░░░ ░░░░ ░░░░░ ░░░░░░░, ░░░░░ ░░░ ░░░░ ░░ ░░░░. ░░░░░░ ░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░░░░░ - '░░'░ ░░░░░░░░'; '░░░░░░ ░░░░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░░░░░░'; '░ ░░░░ ░'░ ░░░ ░░░░ ░░░░ ░░ ░░░░░░░░░'; '░░░ ░░░░░░ ░░░ ░░░░, ░░░ ░░ ░░░ ░░░░ ░░░ ░░░░ ░░░░░░░░░ ░░░ ░░ ░░░░░'░ ░░░░░░ ░░ ░░░'░░ ░░░ ░░░░░░ - ░ ░░░ ░░ ░░░░░░░░░ ░░ ░░░░░ ░░ ░░░░░: ░░░░ ░░░ ░░░░░░░░░░ ░░ ░░░░░░░ ░░░░░ ░░░ ░░░░░░'; '░░'░ ░░░░ ░░░░░░░░░'.
Headmaster
░░░░░ ░░░░, ░░ ░░░░░░ ░░░░░░░░░░ (░░░░░░░░), ░░░░░░░, ░░░░░░░░░░ ░░░ ░░░░░░; ░░░░░░░ ░░░░░░ ░░░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░ ░ ░░░░░░ ░░░░░░░░░ ░░ ░░░░░░ ░░░░░░░ (░░░░░░░░░ ░░ ░░), ░ ░░░░░░░ ░░░░ ░░░░░░ ░░░░. ░░░ ░░░ ░░░ ░░ ░░░░░░░░ ░░░░░░░░░░░ ░░░░-░░. ░░░░░░░░░░ ░░░░ ░░ ░░░░░░░░ ░░ ░░░░░░░░. ░░░ ░░░░ ░░░░░░-░░░ ░░░░░░░░ ░░ ░░░ ░░░ ░░░ ░░ ░░░░░░░ ░░░░ ░░ ░░░░ ░░░░░░░░░ ░░ ░░░ ░░░░░░░, ░░░ ░░░░░░ ░░░ ░░░░░, ░░░░░░░░░ ░░ ░░░░ ░░░░░ ░░░░░░░░░ ░░░░, ░░░ ░░░░ ░░░░░░░░░░ ░░░░ ░░░░ - ░░░ ░░░ ░░, ░░ ░░░ ░░░░░ - ░░░ ░░░░ ░░░░░░░. ░░░░ ░░░░░ ░░ ░░░░░░░░ ░░░░░. ░░░░░░░ ░░░ ░░'░ '░░░░░░░░░░░░ ░░░ ░░░░ ░░ ░░░ ░░ ░░░░'.
Entrance
░░░░░░░, ░░░░░ ░░░ ░░░░░░░░░ ░░░░░ ░░░ ░░░ ░+ ░░░ ░+ ░░░░░░░░░░ ░░░ ░░░░░░░░░░░. ░░░░░░ ░░░░, ░░░░░ '░░░░░ ░░░░░░░░░░░ ░░ ░░░ ░░░░░░░ ░░░░░░ ░░░░░░░░ ░░░░ ░░░░ ░░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░░░░░░ ░░░░░ ░░ ░░░░░' ░░░ ░░░░. '░░░ ░░░░ ░░░ ░░░░░░. ░░ ░░░ ░░░░░░ ░░░░░░░░░,' ░░░░ ░░ ░░░░░░░░░░ - ░░░ ░░░░ ░░░░░░░ ░░ ░░░░ ░░░ ░░ ░░░░░░: ░░░ ░░░ ░░ ░░ ░+; ░░ ░░░ ░░ ░░░░░░ ░░ ░+; ░░ ░░░ ░ ░░░░░░ ░░ ░+; ░░ ░░░ ░ ░░░░░░ ░░ ░░+; ░░░ ░░░ ░░ ░░ ░░+ - '░░░ ░░ ░░░ ░░░ ░ ░░░░░░░░.' ░░░░ ░░░░ ░░░░░ ░░ ░░░░░░░░, ░░░░ ░░░░░ ░░░░ ░░ ░░░░ ░░ ░░. ░░ ░░░░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░░. ░░░ ░░░░░░ ░░░░ ░░░░░░░░░ ░░░ ░░░░░ ░░░-░░░░░ - ░░░ ░░░░░░░░░ ░░░ ░░░ ░░░░░░ - ░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░ ░░░░░░░░░ ░░░░ ░░░░░. ░░░░░░░░░░░░ ░░ ░░░░░ ░░░░ ░░+, ░░░░░░░ ░░ ░░░░░ ░░░ ░░░░░ ░░ ░░░ ░░░░░░░░ ░░░░░. ░░░░░-░░░░░░ ░░░░░░░░░ ░░ ░░ ░░░ ░░░ ░░░░ ░░ ░░░░ ░░ ░░░ ░░░ ░░ ░░░░░░░░░░░ ░░░ ░░░ ░░░░░░░ ░░░ ░░░░░. ░░░░ ░░░░░░, ░░ ░░░░░░.
Exit
░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░ ░░░ ░░░ ░░░░'░ ░░░░░░░░ ░░░░ ░░ ░░░░ ░ - ░░░░░░ ░░ ░░░░ ░░ ░░. ░ ░░░ ░░░ ░░░░░ ░░░ ░░░░░░ ░░░░░ ░░░ ░░░░░ ░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░ ░░ ░░░░ ░ ░░░░ ░░░░░░░░░ - ░░░░ ░░ ░░░ ░░░░ ░░ ░░░░░, ░░░░░ ░░░'░ ░░░░ - '░░░░ ░ ░░░ ░░ ░░░░░░░ ░ ░░░░░ ░░ ░░░ ░░░, ░░░ ░░░░░░░░░░░ ░░ ░░░░ ░░ ░░░░ ░░ ░░░░ ░░░░░ ░░ ░░ ░░'.
Special Education Needs Survey
SEN Statement
The School has a learning support unit (Learning Enrichment) which provides support to all boys in both the Junior and Senior Schools, in and out of class, with specialist teachers.
October 2011
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? | | Combination of standardised tests and school based tests | |
| Please outline the screening programmes used by the school. | Spelling, handwriting, listening, comprehension | ||
| How many children with statements of need or equivalent do you have in the school? | None | ||
| Do you make special provision for exceptionally gifted children? | | ||
| Please outline what is on offer for such children | Support via subject heads | ||
| 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). | | 2 | |
| 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. | Diploma SpLD | ||
| Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment. | |||
School Features
King's College Junior School (Wimbledon) Catchment Area Map
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