Glenbrook Primary School
- Glenbrook Primary School
- 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: 256
- Religion: Does not apply
- Latest Overall effectiveness Good 1
- Early years provision Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 10th May 2016
- Previous Ofsted grade: Requires improvement on 27th 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
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Special Education Needs
Inclusion is at the heart of everything we do at Gipsy Hill Federation. Our aim is to ensure that every child is fully included both academically and socially; and that we meet the needs of all children so that every individual child makes accelerated progress and meets their full potential. Quality First Teaching by the class teacher is at the core of this aim. All planning is therefore differentiated so that all children can fully access the curriculum and make progress at their level. Building on this Quality First Teaching, there is also an additional range of support and expert advice which can be put in place to meet the needs of children with special educational needs or when we identify that a child might be underachieving. If you are concerned about your child, please speak to your child's class teacher and/or the school's SENCo. They will be able to advise you on the range of support available and what would best meet the needs of your child. All support given will be measured according to the aims of the intervention to ensure that it has the desired impact as well as to ensure children are generalising and transferring the skills they learn back to the classroom. All teachers at Gipsy Hill Federation are committed to creative and inclusive learning environments which aim to meet the needs of all pupils. The learning environment incorporates different learning styles, gender, cultural diversity and a variety of interests. Different presentation techniques are used including interactive displays and table-top displays. All our displays include questions and allow the opportunity for the child to engage with the display. We strive to find a balance between aids that support the children with their learning eg number lines and key vocabulary, but also to ensure we allow opportunities to celebrate the children’s own work and learning by displaying it clearly and prominently in their classroom and around the school environment. Our classrooms incorporate opportunities to display a balance of all areas of the curriculum and displays are regularly changed and updated. For children with specific needs the learning environment may include their own timetable, a now and next support grid, or an established area of the classroom with their own work station. Following a very successful Inclusion Quality Mark assessment at Kingswood, Elm Wood, Paxton and Glenbrook in February 2015, these schools have now been confirmed as IQM Centres of Excellence.
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