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  • Dunraven School
    94-98 Leigham Court Road
    London
    SW16 2QB
  • Head: Guy Maidment & Michaela Christian
  • T 020 8696 5600
  • F 020 8696 5602
  • E [email protected]
  • W www.dunraven.org.uk
  • A state school for boys and girls aged from 4 to 18.
  • Boarding: No
  • Local authority: Lambeth
  • Pupils: 1,700 (including primary); sixth formers: 250
  • Religion: Non-denominational
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 1
      • Early years provision 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 15th October 2014
  • Previous Ofsted grade: Good on 13th May 2009
  • Ofsted report: View the Ofsted report

What says..

Expectations are high. 'We start from the premise that the children will do well, and might do even better than we think.' Younger pupils are kept aware of how well the older ones are doing, and the benchmark is set higher each year. Some very inventive touches, including the use of recycled shipping containers for new buildings, which look incredibly smart and cost half of what was originally planned. The emphasis everywhere is on courtesy and consideration, and the pupils confirm this: 'The people are nice. The teachers are good and you learn stuff....'

Read review »

What the school says...

We pride ourselves on the high quality of our expectations for all young people encapsulated in our mission statement, Excellence for all, and illustrated by our broad and balanced curriculum. We believe in the importance of positive relationships and good discipline leading to effective outcomes.

We understand the need to support the development of the whole child and help prepare the adults of tomorrow for their role as useful citizens who make a valuable and worthwhile contribution to their society. We also know that for children to thrive, academically and socially, they need to feel safe and to be happy. Our success over time shows that children thrive in our school environment.

We are an All Through school, 4-18, beginning with a two form Reception entry in September 2013 and building to full capacity in 2019.
...Read more

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Curricula

Cambridge Pre-U - an alternative to A levels, with all exams at the end of the two-year course.

Other features

All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.

Sports

Rowing

Fencing

What The Good Schools Guide says

Headteachers

Guy Maidment BA PGCE NPqH, previously deputy head at Camden School for Girls, is head of secondary.

Head of primary is Michaela Christian, previously at Fairlawn Primary School in Lewisham.

Academic matters

2019 A level results
Percentage of A*/B grades
51%
Percentage of A*/A grades.
26%
2019 IB results (if relevant)
NA
Average point score:
36.13

Results are a testament, says head, to the commitment of 'a fantastically creative and hardworking staff team.' At GCSE in 2019, 28 per cent of grades were 9-7 and 52 per cent of pupils got 9-4 in both maths and English.

Expectations are high. 'We start from the premise that the children will do well, and might do even better than we think.'...

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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.

Who came from where

Who goes where

Special Education Needs

Dunraven has a strong team to support students with SEN. Our outstanding SENCo leads a range of staff to match the appropriate support to the individual's need. Students have a variety of needs and the school has built up effective strategies to them, particularly for those with speech and language needs. The school is a popular choice for families with a child with an EHCP but only a limited number can be admitted from those who wish to name the school.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia Y
Dyspraxia
English as an additional language (EAL) Y
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class Y
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 Y
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication Y
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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