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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...

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What The Good Schools Guide says

Head

Since 1993, Mrs Nitsa Sergides OBE (awarded in 2012 for services to education), 60s. Qualified as a teacher in 1973, followed by 19 years of teaching at another local school. Became deputy head of Grafton Primary in 1991, and head two years later.

Cypriot born Nitsa (as everyone calls her) is the embodiment of Mediterranean warmth. Her pupils adore her, ‘lovely to all of us, talks to us like family.’ Her teachers are loyal and parents marvel at her dedication: ‘She’s quite amazing, her enthusiasm never wanes and she genuinely wants the best for everybody.’ ‘She is truly exceptional. Apart from her incredibly nurturing side, she has a gift of being able to get hold of every resource going for the school.’ An iron fist inside the glove, we are told....

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Please note: 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

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


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