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It’s a brave head that claims every single child in the school is engaged with learning, not least because we always put it rigorously to test during our tour. But this head could safely put his money where his mouth is. In every class we went in, these blazer-clad, diligent youngsters had their eyes and ears firmly on task, so much so that they barely noticed us. Energy courses the place with lively, busy learning; low level disruption is not an issue. Head squirms at the term ‘extra-curricular,’ favouring ‘wider curricular’, which reflects his belief that everyone should engage beyond the classroom – and it spills over into evenings and weekends. Definitely not, then, the right place for…

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What the school says...

Converted to an academy 2011.

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What The Good Schools Guide says

Head

Since 2015, Sean Maher BA (40s). Previously deputy head, rising through the ranks after being offered first post here four weeks into teacher training back in 2001. Departed temporarily on secondment to a Catholic secondary in Kent, which he transformed from ‘requires improvement’ to ‘good’ in just 18 months. A local lad, he studied English and history at Emanuel and St Mary’s while helping out in family bakery in Raynes Park.

Must be the only head whose mum popped in during our interview (she works in the sixth form café). We also met his wife (chemistry teacher at the school), his dog (breed specially chosen as hypoallergenic and autism-friendly – testament to his commitment to SEN, more of which later) and his son (year 8) and daughter (year 12) were...

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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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