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  • Coombe Girls' School
    Clarence Avenue
    New Malden
    KT3 3TU
  • Head: Emily Barnes
  • T 020 8942 1242
  • F 020 8942 6385
  • E [email protected]
  • W
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Kingston-Upon-Thames
  • Pupils: 1,379; sixth formers: 294 (100 boys)
  • Religion: Does not apply
  • 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 16th May 2013
  • Previous Ofsted grade: Outstanding on 29th November 2007
  • Ofsted report: View the Ofsted report

What says..

What’s not to like? ‘A pure comprehensive which is very rare and does what it does really well,’ said mother. School ‘honoured’ that remains hugely oversubscribed – and not hard to see why parents would be bonkers to bust a gut securing place anywhere else if successful here. Sixth form centre a building of two halves, one for quiet study (plenty of ‘shushing’ from supervising teacher if it isn’t), common room on the other. Appears girl-heavy but boys magically appear at break time (just follow the sound of the football). Plenty of…

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What the school says...

Converted to an academy 2012

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What The Good Schools Guide says

Executive headteachers

Since 2011, Deborah Walls (40s). As executive principal of Coombe Secondary Schools Academy Trust, also has oversight of Coombe Boys’ and Knollmead, formerly a failing primary school but now undoubtedly destined for far greater things. Her second time here – after teaching posts at Wallington High School for Girls and Langley Park, did stint in 1996 as head of languages, before being promoted to assistant head, moving back to Wallington as deputy head in 2003 and then closing in on Coombe again when was appointed in same role at boys’ school. ‘When you’ve worked [here] it becomes a part of you,’ she says. ‘It’s more than just a job, it’s part of your life.’

Discerning readers will also have clocked career focus on single sex schools which, yes, reflects...

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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

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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:

most years
quite often
sometimes, but not in this year

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