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  • Coombe Hill Infant School
    Coombe Lane West
    Kingston
    KT2 7DD
  • Head: Mrs Janet Berry
  • T 020 8942 9481
  • F 020 8949 7496
  • E [email protected]
  • W www.coombehillinfants.com
  • A state school for boys and girls aged from 4 to 7.
  • Boarding: No
  • Local authority: Kingston-Upon-Thames
  • Pupils: 300
  • Religion: Non-denominational
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 20th March 2018
    • 2 Full inspection 5th December 2013

    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.

  • Previous Ofsted grade: Outstanding on 15th July 2008
  • Ofsted report: View the Ofsted report
  • Linked schools: Coombe Hill Junior School

What says..

Fantastic semi open-plan layout, all on one floor, loads of natural light. Corridors of well-equipped classrooms, all with interactive whiteboards, computers and educational displays. Children’s creations abound. Pupils enjoy themselves, eagerly joining in all activities. One of the special things about this school (and the junior school next door) is the massive amount of outdoor space. Plenty of room to run, climb and explore. Children certainly make the most of it – log cabin for special projects and areas for planting and learning. Imaginations soar...

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What the parents say...

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What The Good Schools Guide says

Headteacher

Since 2013, Janet Berry. SENCo and senior assistant head for three years prior to taking over the headship. Has been at the school for 13 years, starting part time when her children were pupils and progressing through the ranks as they got older.

Entrance

Much sought after local school. The closer you live the better, although it may still prove difficult to get in. More than 550 first choice applications for 90 places; over half go to siblings. Admission policy strictly adhered to – medical or social needs get priority. Occasional bulge years add an extra class.

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Special Education Needs

We have designated time when our SENCO manages a large team of SEN assistants. At present we have a team of four different assistants who work with individual children and with small groups. One of these assistants is trained in teaching of dyslexia, another is trained in teaching children with speech and language problems. In addition, we have teaching assistants in every class. 10-09

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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