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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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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

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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