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  • Avigdor Hirsch Torah Temimah Primary School
    Parkside
    Dollis Hill
    London
    NW2 6RJ
  • Head: Rabbi Yitzchak Freeman
  • T 020 8450 4377
  • F 02088 306 202
  • E [email protected]
  • W www.torahtemim…h.wordpress.com
  • A state school for boys aged from 3 to 11.
  • Boarding: No
  • Local authority: Brent
  • Pupils: 218
  • Religion: Jewish
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Early years provision Satisfactory 2
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 28th September 2016
    • 2 Full inspection 29th November 2011

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Good on 5th July 2007
  • Ofsted report: View the Ofsted report

This is not currently a GSG-reviewed school.

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Who came from where

Who goes where

Special Education Needs

Avigdor Hirsch Torah Temimah Primary School recognises every child's right to a broad and balanced curriculum. Each child is a valued member of our school community and we aim to enable all children to reach their full potential regardless of their ability or disability and to provide them with a caring and supportive environment. All children should be given the opportunity to become confident in themselves and be able to enjoy successfully participating in class and school activities. We aim to integrate children with special needs into mainstream classes and to identify and provide for the natural differing abilities and needs of each child. Children with Special Educational Needs may require the delivery of the curriculum to be differentiated according to their individual need We aim to support children who have: - • A significantly greater difficulty in learning than children of the same age • A disability which hinders the child from making use of the educational facilities generally provided in the school that can be catered for within the means of our school • A behaviour problem that is a affecting the learning process of the child, or hindering the progress of other children • Emotional problems In addition we will also support children who have a strength in any subject that requires a differentiated curriculum in order to stretch the child, thus enabling them to reach their full potential.

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Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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