Hinchley Wood School A GSG School
- Hinchley Wood School
Claygate Lane
Hinchley Wood
Esher
Surrey
KT10 0AQ - Head: Ms Maria Cachia and Miss Lucy Macdonald
- T 020 8398 7161
- F 020 8339 3908
- E [email protected]
- W www.hinchleywoodschool.co.uk/
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Surrey
- Pupils: 1,354; sixth formers: 146
- Religion: None
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Outstanding 1
- Outcomes for children and learners Outstanding 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 3rd October 2023
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Robust systems are in place to keep pupils on track pastorally and pupils describe the environment as ‘kind’. An emotional wellbeing mental health team offers individual support and delivers group sessions on a variety of topics. Team includes a body confidence and identity coach. School ‘wedded to’ three-year KS3 curriculum to allow pupils to ‘develop and blossom’. Creative subjects valued as much as academics and options not limited at GCSE. ‘If a child wants to take drama and art together, they can,’ we are told. Actions speak louder than words, though, and we were impressed to hear school took the brave decision not to make the Ebacc compulsory despite the government’s promotion of it…
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What The Good Schools Guide says
Head
Since 2021, joint heads Maria Cachia and Lucy Macdonald who prove the adage that two heads are better than one.
From a family of educators, Ms Macdonald ‘always knew’ she’d be a teacher and, after studying geography at Nottingham University and a PGCE at Cambridge, she taught at Chiswick School, a London comprehensive, where she met Ms Cachia. Both are passionate about the comprehensive education system.
‘Education inspired me’ says Ms Cachia, an English literature and history graduate with a PGCE from UCL. A year out working for the civil service developed her appreciation for connectivity between organisations. ‘It opened my eyes to seeing the external resources schools can draw on,’ she explains when quizzed on the budgeting required to provide the many added-value initiatives Hinchley Wood...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| HI - Hearing Impairment | |
| MLD - Moderate Learning Difficulty | |
| MSI - Multi-Sensory Impairment | |
| OTH - Other Difficulty/Disability | |
| PD - Physical Disability | |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | |
| 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
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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