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‘Let’s go look at the chickens!’ exclaimed our year 6 tour guides within seconds of meeting us, offering a flavour of the excitement and enthusiasm that did not wane for so much as a split second, especially when showing us their extensive back garden. All classes have an outdoor learning day every half term, along with one-off lessons here and there. Literally attached (through a door at the back of the head’s office) to the infant school from which the vast majority of pupils arrive, this is nonetheless a completely separate school that has long held its own against the many local private preps. Parents believe there are three magic ingredients...

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What The Good Schools Guide says

Head of junior school

Since 2014, Mark Clutterbuck (50s). Perhaps not an obvious choice, having previously been deputy principal at Chessington Community College, itself the culmination of a teaching career based entirely in secondary schools. Born in Somerset and educated in Guildford, he studied English (‘always my favourite subject’) at Leeds, then worked for a human rights organisation for a couple of years before doing his PGCE at Uni of London so he could fulfil his dream of becoming a secondary English teacher. It was only when, years later, he paused his work in schools to become a local authority advisor in Wandsworth that he happened upon the joy of primaries (‘it was the pedagogy I really loved’) so he tentatively asked the local authority what were the chances of jumping ship. It tells you...

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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

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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