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  • Reay Primary School
    Hackford Road
    London
    SW9 0EN
  • Head: Mrs Caroline Andrews
  • T 020 7735 2978
  • F 020 7820 9165
  • E [email protected]
  • W www.reay.lambeth.sch.uk
  • A state school for boys and girls aged from 3 to 11.
  • Boarding: No
  • Local authority: Lambeth
  • Pupils: 248
  • Religion: Non-denominational
  • Open days: Visits each half term
  • 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
      • Personal development, behaviour and welfare Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 16th March 2017
  • Previous Ofsted grade: Good on 20th June 2012
  • Ofsted report: View the Ofsted report

What says..

Half speak English as an additional language. ‘Though for very few is this a barrier to their learning. It’s more of an asset,’ states head. Recently converted library with doors opening onto a courtyard where year 6 pupils can be found reclining on beanbags, devouring books on sunny afternoons. School places great emphasis on outdoor learning in its beautiful nature garden, which includes a parent-built greenhouse, a tree-house, a pond for frogs and a bug hotel. Bluebells and blossom were in abundance...

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What the parents say...

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What The Good Schools Guide says

Headteacher

Since 2014, Caroline Andrews BEd from Sheffield Hallam (early 40s). Taught at Chaucer Junior from 1996-2000, then at Wix Primary where she became ICT leader, followed by deputy then co-head. Established the first state French/English bilingual school along with French Lycée. Made head here in 2014. Hails from Nottingham. Husband works in TV. Has a young son at another school as she feels ‘it wouldn’t be fair for him to come here, with me as head.’ Most of her spare time is spent socialising with family and friends. Travels to far-flung destinations as often as possible. Keen gardener and enjoys cooking, which she finds therapeutic. Parents are big fans. ‘Down-to-earth,’ according to one. ‘She’s brought a new lease of life to the school,’ said another. Welcoming and friendly.

Entrance

School, rather than Lambeth, is now responsible...

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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.

Who came from where

Who goes where

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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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