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  • Christ Church Primary School Chelsea
    1 Robinson Street
    London
    SW3 4AA
  • Head: Mrs Avis Hawkins
  • T 020 7352 5708
  • E [email protected]
  • W www.chchchelsea.rbkc.sch.uk
  • A state school for boys and girls aged from 5 to 11.
  • Boarding: No
  • Local authority: Kensington & Chelsea
  • Pupils: 210
  • Religion: Church of England
  • Open days: Please phone the school for a guided tour
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 12th June 2013
  • Previous Ofsted grade: Outstanding on 20th January 2009
  • Ofsted report: View the Ofsted report

What says..

 ‘A village school in the heart of London’ was how one parent described it and the charm lingers on, with lollipop cherry trees and a butcher’s boy bike poised to deliver lunches to a nearby nursery. However, step inside and you have a Narnia experience: the interior has been redesigned to a spacious and functional plan, with chic grey walls, birch wood trimming and rows of navy pillars. A retired headmaster takes gardening, as a curriculum topic, directing the wheelbarrows, tending the chickens and watering the kale beds. Another ex-teacher runs cricket sessions...

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What the school says...

Christ Church is a very happy and successful school. Our school is relatively small, which means that it is a very safe and caring environment where everybody knows your name and something about you.

We believe in teaching that inspires children to love learning and life. We aim to create an inclusive environment where being different but belonging together is key to our ethos. We dedicate ourselves to raising achievement for every child in our school.

We aim to instil qualities of forgiveness, empathy and respect in all of our children. All children have their own strengths, gifts and talents and we feel these should be capitalised on so that children have positive self esteem and achieve the very best that they can.

Creating and maintaining a close relationship between home and school is vital to a child being successful in their learning and we ask parents to be very supportive of our work as they are the primary educators.
...Read more

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What The Good Schools Guide says

Head

Since 2009, Avis Hawkins, BSc NPQH (40s). Read psychology at Royal Holloway with a view to becoming an educational psychologist, but got the teaching bug while training at the Institute of Education. Started her career in a state primary in Lewisham, then opted for a struggling school for the challenge; ‘That made me the teacher I am’. Appointed deputy at Christ Church in 2000 and was the natural choice to step into the role when previous head retired.

Attractive, energetic and disarmingly open, she has both children and parents on her side; ‘So personable and friendly,’ said one. Another added, ‘Not the kind of head who just sits in their office’, though with the white and grey Danish-look furniture, complete with functional teaching table – no leather sofas here - she...

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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

The Special Educational Needs Coordinator provides pupil support as well as working with families and teachers. The use of a differentiated approach to teaching and learning for all pupils, including those with SEN, ensures high standards for all. Highly skilled teaching assistants ensure that continuity and quality experiences exist for pupils.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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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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