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An amazing 37 different languages spoken by children of 22 nationalities, the French contingent numerically miles ahead (Brexit may alter this) with about a third of the pupils this year having English as an additional language. However, the diversity of their backgrounds was obviously not affecting the children that we met, who appeared completely at home. Local musicians, artists and actors are encouraged to come into the school part-time and we witnessed the enthusiasm of the year 6 Djembe drumming session. It was a toss-up whether the teacher or the children were being more enthusiastic in a PE class we saw...

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What the school says...

Converted to an academy 2011.

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What The Good Schools Guide says

Executive Headteacher

Since 2001, John Grove BEd MA (50s). A true local, born and educated in the borough; even his MA comes from Roehampton University on the far flung edge of Wandsworth and his previous job was head of West Hill Primary. Asked to take over this then struggling school, he used his immediately apparent mental energy and vision to change Belleville into a superstar amongst primaries, and his relaxed, calm exterior exudes confidence. His only sadness about his new role - he is now executive head of the multi-academy trust that includes three other schools - is that he now has less contact with the children and thus their parents, but this is belied by the ease with which the little ones interact with him and the number of parents who greet him on...

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

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:

most years
quite often
sometimes, but not in this year

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