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Strikingly attractive, bright and colourful school. Most classrooms are huge, often two rooms knocked into one. Food technology room where all pupils are given the opportunity to cook; large ICT suite. New library is wonderful: comfy sofas, bright murals of book characters and inventive furniture. Music co-ordinator encourages the children to join musical events going on out of school. 'I keep my eyes open for those with that something extra, then I push them on. I even go to the auditions with the parents’...

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What The Good Schools Guide says


Since 2008, Taranum ‘Tara’ Baig BEd (early 50s). Honours with French, NPQH and PQSI (qualified as an Ofsted inspector). Studied at the Sorbonne - ‘a really exciting time studying with foreign students from around the world’. Previously acting head and deputy head of Dairy Meadow Primary, Ealing and acting deputy head at Stanhope Primary, Greenford.

Born in India but moved to London at five years old - her dad was a doctor for the NHS. Describes her childhood as ‘privileged’, but says it was shaped by her dad being ‘a real advocate for the UK state system’. One of the reasons she was drawn to Miles Coverdale Primary School was the fact that she would be dealing with children who may not have the opportunities she had, or the necessary structures...

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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

All the pupils in the speech and language classes have language difficulties and some have speech difficulties, which are severe enough to prevent them from learning in a mainstream class – most of the children have developmental language disorder (previously known as specific language impairment). Some have difficulty understanding language, others have difficulty expressing ideas and making themselves understood. Some find it difficult to recall words they know and to order them in sentences. other pupils may need help in several of these areas. Some children have significant difficulty producing speech sounds. Many of the children in the speech and language classes speak more than more language and experience difficulties with language or speech skills in all the languages they are hearing and using. Children in both classes integrate with mainstream children for phonics every day. There are many further opportunities throughout the year for children to take part in workshops, themed weeks and other planned experiences with their mainstream friends. All the children also have dinner, playtimes and assemblies with their mainstream peers, and participate in whole school events. Parents of children who attend the resource base comment on the 'tremendous progress' and how children 'flourish' in to 'confident, well spoken' young people.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
English as an additional language (EAL)
Has an entry in the Autism Services Directory
Has SEN unit or class Y
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication Y
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
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:

most years
quite often
sometimes, but not in this year

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