Garratt Park School
- Garratt Park School
- Head: Mr M Reeves
- T 020 8946 5769
- F 020 8947 5605
- E [email protected]
- W www.garrattpar…ndsworth.sch.uk
- A state special school for boys and girls aged from 11 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; MLD - Moderate Learning Difficulty; SEMH - Social, Emotional and Mental Health; SLCN - Speech, Language and Communication.
- Boarding: No
- Local authority: Wandsworth
- Pupils: 184
- Religion: Does not apply
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 30th November -0001
- Previous Ofsted grade: Outstanding on 30th November -0001
- Ofsted report: View the Ofsted report
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
Garratt Park School is a special school for students with a wide range of Special Educational Needs. The school is located in the Inner London Borough of Wandsworth and takes students from all over the Borough, as well as neighbouring boroughs. Garratt Park School currently caters for 145 students from a wide range of economic and social backgrounds. Our current students all have statements of Special Educational Needs that name mild/moderate learning difficulties as the major need. Examples of the types of Special Educational Needs and additional needs that are experienced by our current students include Language and Communication difficulties and Autistic Spectrum Disorder (ASD). Garratt Park School aims to enable young people to achieve their fullest potential through a broad and balanced curriculum. All members of the school have the right to experience success within a caring community, which recognises their efforts and celebrates their achievements. Garratt Park School aims to enable its students to foster a caring, respectful attitude to others; become independent and socially competent adults; earn their living, gain job satisfaction, enjoy their learning and be eager to continue learning; take pride in themselves; develop self-confidence, an ability to communicate and acquire the skills necessary in life; be able to play a positive role in today’s society and achieve their fullest potential. The school has a base for students who have Autistic Spectrum Disorders (ASD). In addition to this, there are a number of students with ASD within the main school. Students attached to the base are integrated into the main school for some aspects of the curriculum, as well as social integration. The school’s Year 12/13 curriculum reflects the recommendations of the Learning Skills Council and has well-established links with the local Further Education College and employers. These opportunities for students reflect our understanding of personalised learning and our commitment to promoting it.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Attention Deficit Hyperactivity Disorders|
|CReSTeD registered for Dyslexia|
|English as an additional language (EAL)|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty||Y|
|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||Y|
|SLCN - Speech, Language and Communication||Y|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|
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
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:
sometimes, but not in this year