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  • Fern Hill Primary School
    Richmond Road
    Kingston
    Surrey
    KT2 5PE
  • Head: Mr Adam Scott
  • T 020 8247 0300
  • F 020 8247 0309
  • E [email protected]
  • W www.fernhill.kingston.sch.uk
  • A state school for boys and girls aged from 3 to 11.
  • Boarding: No
  • Local authority: Kingston-Upon-Thames
  • Pupils: 670
  • Religion: Non-denominational
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness 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 25th June 2008
  • Ofsted report: View the Ofsted report

What says..

A top-notch school – regularly vies with neighbouring Latchmere for unofficial 'best in borough' award. Sets high standards, has high expectations and unsurprisingly attracts high numbers of the white middle classes who abound in this area. A real community school – just be aware that the community is North Kingston, swarming with young professionals hell-bent on achieving a first class state education for their brood. Everything is orderly and fairly calm, but not sterile, children all appear engaged and on-task, overall a quite traditional feel to things...

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What the parents say...

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What The Good Schools Guide says

Headteacher

Since 2015, Adam Scott, previously deputy head, who has been at the school for over 15 years.

Entrance

Very popular, very oversubscribed, move very close. Usual local authority admissions criteria apply, which essentially means siblings and distance. Obviously catchment varies, but always tight - anecdotally an 800m radius most recently. Due to population bulge, Kingston has had a problem with reception place numbers and the school is expanding. Worth staying on the waiting list as there is a trickle of mobility in the area and odd spaces do come up.

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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

We aim to provide sufficient and appropriate support to pupils who have been identified as having special needs to ensure they make good appropriate progress in their learning. Children are taught as part of the mainstream classes although they may qualify for 1:1 support or additional time from our Taeching Assistants. We do not have a special unit; our SENCO is also our inclusion manager and is well qualified to provide advice and training to teachers and support staff. She also provides outreach support for other schools in the borough who have pupils with autism as part of our Enhanced Specialist Teaching Arrangement with the LA. There is a strong commitment of all staff to SEN/inclusion with continuous training including: ASD, Speech and Language, MCD, basic Makaton. We have good liaison with special schools and external specialists. In addition we have an excellent SEN team of SENCO and TAs /LSAs, who have all attended speech and language course and various others. 09-09

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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