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  • Clarendon School
    c/o Clarendon School Secondary Centre
    Egerton Road
    TW2 7SL
  • Head: Mr John Kipps
  • T 020 3146 1441
  • E [email protected]
  • W
  • A state special school for boys and girls aged from 4 to 16.
  • Boarding: No
  • Local authority: Richmond-Upon-Thames
  • Pupils: 165 (50 primary, 90 secondary); two-thirds boys
  • Religion: Does not apply
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
    • 1 Short inspection 22nd January 2019

    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.

  • Ofsted report: View the Ofsted report

What says..

All pupils will have significant global developmental delay though some (particularly those in reception and year 1 with early diagnosis) have more severe difficulties. Teaching is excellent and heavily tailored to individual pupils. For one primary age boy, highly incentivised by public transport, ‘we even had a bus rather than a donkey taking Mary to Bethlehem at Christmas,’ says Mr Kipps. Highly effective. ‘Suddenly he’s starting to communicate...'

Read review »

What the school says...

Clarendon, a day special school for pupils with learning difficulties and additional complex needs is part of the Auriga Academy Trust. The school moved into new buildings in 2018. The Primary Centre (for 50 pupils) is in Hampton, whilst the Secondary Centre (90 pupils) is in central Twickenham. The school also manages the Gateway Centre, an offsite 20 place provision for secondary pupils with ASD. ...Read more

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What The Good Schools Guide says

Executive head

Since 2006, John Kipps (50s). Two grown-up daughters, one a teacher, one a zookeeper. Originally joined the school in 1993 as a year 7 teacher, becoming key stage 3 team leader in 1995 and acting deputy head in 1997, made permanent a year later.

A local boy (born in Hounslow), his original plan, aged four, was to be a vicar – felt any job where you only worked on Sundays had to be a good bet. He was won over to teaching after encountering PGCE students during a post-uni temp job as a lab technician at the West London Institute (he’s a geography and biological sciences graduate). After training at St Mary’s Twickenham, he worked at St Mary’s and St Peter’s CE primary school in Teddington for four years,...

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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

Clarendon is a community special school providing for pupils from seven to sixteen years who have a range of moderate learning difficulties. All pupils have a statement of special eductional needs. There is provision at the Oldfield House Unit for primary age pupils with emotional and behavioural difficulties.

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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