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  • Chiswick School
    Burlington Lane
    W4 3UN
  • Head: Mrs Laura Ellener
  • T 020 8747 0031
  • F 020 8747 6620
  • E [email protected]
  • W
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Hounslow
  • Pupils: 1260
  • Religion: None
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • 16-19 study programmes Good 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Outstanding 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 22nd January 2020
  • Previous Ofsted grade: Requires improvement on 3rd October 2017
  • Ofsted report: View the Ofsted report

What the school says...

The school was awarded specialist status as a Technology College in September 2002. It is also a designated Training School, founded upon an excellent reputation for staff development. The last OFSTED report highlighted the success of the 6th form which has a good reputation for academic success locally.

This is not currently a GSG-reviewed school.

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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

Chiswick School has a vibrant SEN faculty whose team works hard to address the vast range of needs presented by students. We feel strongly that every child has a right to experience success and to be valued: raising self esteem is paramount. Pupils with SEN, be it emotional, behavioural, learning or social difficulties, receive good guidance and support from the SEN faculty, Learning Mentors, Behaviour and Education Support Teams (BEST) and Behaviour Improvement Programme (BIP) teams, EAL staff and The Learning Support Unit. Our aim is to support students whose difficulties impact upon their learning and impede progress. Pupils with learning difficulties are quickly assessed (by school staff or outside agencies) and supported in their learning. The needs of all these pupils are well known to all teachers via the SEN student booklet, Keyworkers, the SEN register and liaison between support staff and other teachers. The Social Inclusion Panel is effective in deciding appropriate provision for each child and for including parents in the process. Parents are very much included in decision making where extra support needs to be provided. We feel that the learning culture for our students is good. We are committed to inclusion and want all students to feel valued. We run Social Skills, Anger Management, Study Skills and Listening Skills groups, among others, to help students enjoy a well rounded school experience. Most of our students have a positive attitude to learning and they seem to value the extra support provided. They have a desire to learn and achieve; this is illustrated by the number of students who come to the SEN homework club after school. Our faculty is stable and well-managed. The team has a genuine desire to help students and knows pupils' needs well. Staff take care to share their findings with other subject teachers to help maximise students' learning and planning is efficient. We have a friendly, dedicated team of teachers well-respected by the borough: for us, every child matters.

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

Who came from where

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