Long Crendon School A GSG School
- Long Crendon School
Chilton Road
Long Crendon
Aylesbury
Buckinghamshire
HP18 9BZ - Head: Mrs Quinton
- T 01844 208225
- F 01844 208 225
- E [email protected]
- W www.longcrendon.bucks.sch.uk
- A state school for boys and girls aged from 4 to 11.
- Boarding: No
- Local authority: Buckinghamshire
- Pupils: 209
- Religion: Does not apply
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Early years provision Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 30th November -0001
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Staggering commitment to outdoor learning, which has had a direct impact on academic results. There’s a wooden outdoor learning lodge, plus wet weather gear for the whole school, and the school has also formed a strong link with a neighbouring teaching farm, where the children spend time looking after animals, collecting produce and cooking the food they harvest. This a true village school with a friendly, values-driven community that families move to the area for – and they’re not disappointed. The dedicated teaching staff are focused on the whole child, rather than ...
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What The Good Schools Guide says
Headteacher
Polly Quinton. Came into teaching after living in Boston, USA, and working in industry. Began her teaching career in west London at large, urban primary schools in multicultural communities. Moved to Bucks countryside so her young children could have more freedom. Here, she studied an MA in education at Oxford Brookes while leading the junior department at Ashfold prep. Was governor of Barley Hill School in Thame for the past three years. Most recently, she graduated from the DfE’s National Professional Qualification for Headship programme.
Entrance
Admission by means of the local authority criteria – which means that, in order of priority, it’s looked after children, SEND, living as in catchment and siblings of children already at the school. In practice, that means the vast majority of families live in the village, no more than half-a-mile...
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Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
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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