Coombe Hill Infant School A GSG School
- 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
- Effectiveness of leadership and management Good 2
- 1 Short inspection 20th March 2018
- 2 Full inspection 4th 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 The Good Schools Guide says..
From the front, the rather plain looking, flat-roofed building could be any old state primary. But as soon as you enter the art gallery entrance, you realise it’s anything but. The semi open-plan layout, all on one floor, has loads of natural light and corridors of some of the most inspiring, well-equipped, tactile classrooms we’ve seen. One of the special things about this school (and the junior school next door) is the massive amount of grounds. Plenty of captivating spaces in which to run, climb, explore and learn. Back inside, we saw children learning about money with coin fans; and mindfulness via peer massage. An emphasis on enrichment means ...
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What The Good Schools Guide says
Headteacher
Since 2013, Janet Berry (40s). Joined the school in 1998, starting part time when her three (now grown-up) children were pupils and progressing through the ranks as they got older (it’s a school trend, it seems, with several parent teachers, all adding the family feel). SENCo and senior assistant head for three years prior to taking over the headship.
‘I can’t remember ever not wanting to be a teacher, I think probably because I had so many inspirational teachers myself,’ she mused when we visited her in her small but functional office. Having gained her BEd (hons) from Bristol, she worked in inner London primaries, progressing to deputy head at Ronald Ross before moving to Coombe Hill when her family decided to move out to Kingston, where she continues to live...
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Entry/Exit
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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