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  • Parayhouse School
    Colet Gardens
    Hammersmith
    London
    W14 9DH
  • Head: Mrs Eileen O'Shea
  • T 020 8741 1400
  • E [email protected]
  • W www.parayhouse.com
  • A special independent school for pupils aged from 7 to 16 with speech, language and communication needs, and moderate learning difficulties
  • Boarding: No
  • Local authority: Hammersmith & Fulham
  • Pupils: 46
  • Religion: Non-denominational
  • Fees: Most funded by LA
  • Open days: Four visitors' mornings each term
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 26th June 2018
    • 2 Full inspection 4th July 2014

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Requires improvement on 3rd October 2012
  • Ofsted report: View the Ofsted report

What says..

‘It’s important that we’re seen as a school and not as a unit or an offshoot. We do everything that is done in a mainstream school, including parents’ evenings, sport, uniform and so on,’ states head. Specialised and individualised curriculum tailored to the differing needs of every pupil. Annual sailing day for the whole school is one of the highlights of the year. Head confesses, ‘The first time I went, I nearly had a heart attack...

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What the school says...

Parayhouse was established as a specialist school for students with speech, language and communication needs and moderate learning difficulties in 1983. More than 30 years later it continues to provide a specialist education for students from over 12 Local Education Authorities across Greater London.

Our school is committed to providing a safe, nurturing environment for its students, many of whom are educationally fragile and arrive at Parayhouse with poor self-esteem, low self-confidence and undeveloped basic skills.

The ethos of our school promotes the values of acceptance, tolerance and mutual support achieved through the maintenance of close relationships and open communication between staff, students and parents. Partnership with students families is established through the home/school agreement and fostered through regular contact at open evenings, annual reviews and regular school events. Telephone and email contact with staff is encouraged to allow for issues and queries to be dealt with speedily.

Students follow the National Curriculum, differentiated to meet their individual learning levels and, following teacher assessment, may be entered for Y6 SATs in line with their mainstream peers. All students have an Individual Education Plan [IEP] with targets drawn up by staff, parents and students at the start of each half-year semester. Students leave at 16+ for a range of further education opportunities having achieved many externally accredited qualifications during their time at Parayhouse.

Parayhouse staff are part of an ambitious and close-knit, multi-professional team that includes teachers, therapists and learning
support assistants [LSAs]. The school is committed to the professional development of all staff to enhance both their specific skills and the quality of the service they provide to our students. Parayhouse School provides its students with the language and learning skills they will require for life.
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What the parents say...

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What The Good Schools Guide says

Head

Since 2018, Mrs Eileen O'Shea. Has had a finger in many pies which contribute to the various roles demanded of a modern head - her career includes stints in an architectural practice, advertising, and as an NHS project manager.

Began her teaching career in an inner-city mainstream but was drawn to the pupils at the margins. She has held posts as an advisory teacher for Westminster Induction Service, working with refugees and asylum seekers, and in pupil referral units - as acting head at Ashley College in Brent, and as deputy head at Brent Health Needs Education Service - working with a cohort with a range of complex special needs, mental and physical health needs, and social, emotional and behavioural difficulties.

Certified yoga teacher, with a particular interest...

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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.

Special Education Needs

Parayhouse is a small, non-maintained special school catering for educationally fragile students across the 7 – 16 age range. All students have speech, language & communication needs and moderate learning difficulties; many have self-esteem and confidence issues and some can present with challenging behaviours on entry. Our major goals are for students to become effective communicators, to develop optimum social skills and to acquire a confident and independent approach to learning. The ethos of the School promotes the values of acceptance, tolerance and mutual support achieved through the maintenance of close relationships and open communication between staff, students and parents. Parayhouse staff are part of a close-knit, multi-professional team that includes teachers, therapists and learning support assistants (LSAs). The School is committed to the professional development of all its staff to enhance both their specific skills and the quality of the service they provide to all our students. At the School's successful 3 year review for the Investor in People award in January 2009 the report stated "This assessment once again showed that the School embraces the “spirit and ethos” of the Standard. As before, the assessor was impressed by the dedication and loyalty of all connected to the School. There is a very strong supportive team spirit. All understood and were passionate about the fact that they were “there for the children”. The School's latest OFSTED report (June 2008) describes Parayhouse as a good school that "provides very effectively for its learners and meets fully its aim of enabling them to become effective communicators, to develop optimum social skills and to acquire a confident and independent approach to learning that will ease their transition to further education". OFSTED also said that "Learners' personal development, including the spiritual, moral, social and cultural aspects, is outstanding". Parayhouse School exists to provide its students with the language and learning skills they will require for life. Dec 09.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL) Y
Genetic Y
Has an entry in the Autism Services Directory
Has SEN unit or class Y
HI - Hearing Impairment Y
Hospital School
Mental health
MLD - Moderate Learning Difficulty Y
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 Y
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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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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