Grafton Primary School A GSG School
- Grafton Primary School
Eburne Road
Holloway
London
N7 6AR - Head: Andrew Turnock
- T 020 7272 3284
- F 020 7272 5709
- E graftonschool@gra…n.islington.sch.uk
- W www.graftonschool.co.uk
- A state school for boys and girls aged from 3 to 11.
- Boarding: No
- Local authority: Islington
- Pupils: 421
- Religion: Non-denominational
- Open days: School tours are on a Wednesday at 9.45am and 1.45pm
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- Early years provision Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 1st November 2023
- Previous Ofsted grade: Outstanding on 13th November 2008
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Rated outstanding by Ofsted for the past 15 years and awarded the title of Beacon School, Grafton defies its demographics ... If they’re not hopping on the bus to St Paul’s Cathedral, visiting the zoo or going to art galleries and museums, they’re doing a walking tour around London. In the assembly hall we were treated to a music assembly in Swahili, just one of the 34 languages spoken. We heard the word ‘family’ used frequently and there is definitely a sense of unity and loyalty...
Do you know this school?
The schools we choose, and what we say about them, are founded on parents’ views. If you know this school, please share your views with us.
Please login to post a comment.
What The Good Schools Guide says
Head
Since September 2022, Andrew Turnock.
Entrance
Standard local authority criteria of siblings, proximity to school and children in care etc. Competition for places is fierce – roughly 354 applicants for 60 places yearly with more than 100 on the waiting list. As word spreads about this school there is concern about wealthier parents buying property in now trendy Holloway to get their kids a place, with predictable consequences for Grafton’s diversity.
Subscribe now for instant access to read The Good Schools Guide review.
Already subscribed? Login here.
Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
Grafton Primary School is committed to meeting the needs of all pupils, including those with special educational needs and disabilities (SEND). Being a fully inclusive school, Grafton is proud to welcome diversity in educational needs. We believe that including children with special educational needs makes our school a rich and special place to be. We celebrate individual differences and recognise that actively and positively working with children with special educational needs gives them and their peer group the best possible start in life. Our expectation is that children and young people with SEND will receive an education that enables them to make progress so that they: • achieve their potential • become confident individuals living fulfilling lives • make a successful transition into adulthood, whether into employment, further or higher education or training We endeavour to make sure that each pupil with SEN gets the support they need – this means doing everything we can to meet all pupils’ special educational needs. The school offers a range of provision and interventions for children, including: -Specialist literacy support -Small group support in class for children with literacy and numeracy difficulties -Small group social and emotional support -A designated sensory room -An Art Therapist, a Drama Therapist and a full-time counsellor working in school to provide therapeutic and emotional support -Small group speech and language support -Small group EAL support in class -Support to develop children's gross and fine motor skills -Small Attention Builders groups in our Early Years classrooms
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | Y |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | Y |
| Dysgraphia | |
| Dyslexia | Y |
| Dyspraxia | Y |
| English as an additional language (EAL) | Y |
| Genetic | Y |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | Y |
| Hospital School | |
| Mental health | Y |
| MLD - Moderate Learning Difficulty | Y |
| MSI - Multi-Sensory Impairment | Y |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | Y |
| Other SpLD - Specific Learning Difficulty | Y |
| PD - Physical Disability | Y |
| 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 | Y |
| VI - Visual Impairment | Y |
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
The Good Schools Guide newsletter
Educational insight in your inbox. Sign up for our popular newsletters.