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  • Holy Trinity & St Silas
    Hartland Road
    London
    NW1 8DE
  • Head: Ms Lorraine Dolan
  • T 020 7267 0771
  • F 020 7916 5881
  • E [email protected]
  • W www.holytrinit…1.camden.sch.uk
  • A state school for boys and girls aged from 4 to 11.
  • Boarding: No
  • Local authority: Camden
  • Pupils: 210
  • Religion: Church of England
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Early years provision Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 14th March 2007
  • Ofsted report: View the Ofsted report

What says..

All the arts are fundamental to the curriculum. Music is central to the school and one parent told us that music largely formed her decision to send her daughter there: ‘The school just feels amazing when you walk in. There is the sound of laughter and always someone playing the piano or another instrument.’ Painting even spills out into the large urban playground (underneath the rattling of the Camden overground train), where one inner-city wall has been reborn as a... 

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What The Good Schools Guide says

Head

Since 2013, Lorraine Dolan (40s) BEd and masters in education, both from the University of North London. Her first job as an NQT in 1996 was at Holy Trinity and St Silas; ‘My plan was never to stay at the same school for long but to have an open mind.’ She stayed for 14 years, however, moving to become deputy head at St Paul's Catholic school in Wood Green, returning here when the headship came up.

Tall, with waist-long fair hair, Ms Dolan looks on first impression like someone who might be in the world of media rather than a primary school head teacher. Although softly spoken and friendly, this ex-convent school girl is definitely no pushover and hides a steely determination. It is a prerequisite for this job. Any weaker...

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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

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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