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We were taken round by some senior pupils eager to show us everything that was going on. We didn’t miss a nook or a cranny and were suitably impressed. Everywhere was clean, bright and full of happy, thoroughly involved children. Classrooms overflowing with interesting displays. Technology everywhere. Parents told us ‘excellent teaching’, ‘fantastic, exuberant teachers’, ‘great facilities’ and ‘really like the way they make learning fun and incorporate different subjects in one lesson'. Great art on display in the atrium and, when we were there, models of Andersen shelters  - ‘very difficult to make!’ 

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What The Good Schools Guide says

Head of junior school

Since September 2014, Mr Mark Clutterbuck, previously deputy principal at Chessington Community College.

Entrance

Some 99 per cent of junior school entrants automatically from the infant school. Others all local, round the corner.

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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.

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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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