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  • Glenbrook Primary School
    Clarence Avenue
    Clapham Park
    London
    SW4 8LD
  • Head: Ms Carmel Longley
  • T 020 8674 2387
  • F 0208 678 1672
  • E [email protected]
  • W www.glenbrookprimary.com
  • A state school for boys and girls aged from 3 to 11.
  • Boarding: No
  • Local authority: Lambeth
  • Pupils: 316
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Early years provision Good 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 11th May 2016
  • Previous Ofsted grade: Requires improvement on 28th February 2014
  • Ofsted report: View the Ofsted report

What the school says...

Glenbrook Primary School is set on open, attractive green spaces in the heart of Clapham Park. We enjoy and actively work to maintain a strong community spirit among our children, parents and staff.

Glenbrook recognises the potential of every individual to achieve excellence. We strive to positively address underachievement and have very high expectations for all members of our school community. At Glenbrook we work hard to creatively remove barriers to achievement and raise self-esteem. We are determined to create a true culture of ‘learning for all’ through meaningful partnerships with the whole school community.

At Glenbrook everyone works to provide a welcoming, calm, happy and purposeful atmosphere within which, as members of a culturally rich community, we provide an education free from discrimination. We want our school to be characterised by openness and honesty. We believe in commitment, opportunity, respect and excellence.

We deliver a broad, balanced, relevant and futures-focussed curriculum in an optimum learning environment that is attractive, stimulating and informative.

From our stated aims, we work collectively to achieve the following objectives:

- A happy, calm and nurturing school community
- A highly stimulating learning environment
- Mutual respect and understanding
- An inclusive education
- The making of informed and responsible choices about how we behave and the impact of this on others
- Very high standards and expectations / intolerance of underachievement
- An exciting, progressive and varied curriculum
- Development of self-motivation, independence, positive attitudes and confidence
- Providing positive and diverse role models

We are proud of our extensive, lush green spaces but all the more excited by, and committed to, transforming lives and further enriching our wonderful community. If you would like to come and visit our exceptional school and see all that it has to offer, please contact the school office and we will be delighted to arrange a guided tour.
...Read more

What the parents say...

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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

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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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