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  • Salesian School, Chertsey
    Guildford Road
    Chertsey
    Surrey
    KT16 9LU
  • Head: Mr Paul Gower
  • T 01932 582520
  • F 01932 582 521
  • E [email protected]
  • W www.salesian.surrey.sch.uk
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Surrey
  • Pupils: 1,853; sixth formers: 445
  • Religion: Roman Catholic
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • 16-19 study programmes 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 22nd October 2024
  • From September 2024, Ofsted no longer makes an overall effectiveness judgement in inspections of state-funded schools.

  • Ofsted report: View the Ofsted report

What says..

Pupils we spoke to were polite and respectful, emitting decency, community service and work ethic rather than fierce self-serving ambition. Most from families with similar stripes and Catholic leaning of varying levels. ‘It’s cool to achieve in this environment,’ says school, which has a clear culture of high expectation and aspiration. A focus on teacher-pupil relationships is at the heart of the approach, with a curriculum described on the school website as ‘Christ centred’. We hear of ‘phenomenal support with GCSEs’ – from Sunday revision sessions the day before a maths exam to pre-exam breakfasts ‘out of the teacher’s own pocket’. Parents tell us, ‘Teachers are the kind the children will talk about in years to come’ and ‘endlessly enthusiastic and inspirational’. One said, ‘They put them through their paces and lines are drawn but...

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What The Good Schools Guide says

Head

Since 2022, Paul Gower, a working-class lad, who himself enjoyed a Catholic education before studying English and sports science at St Mary’s university and a PGCE at Brunel. Embarked on a career as a PE teacher where he found that the natural leadership skills he’d developed playing semi-professional football soon propelled him to head of department and deputy head roles at nearby local comprehensive schools, Esher High and Fullbrook. He was drawn back to his roots in Catholic education at Salesian as head of school four years prior to securing what it is first headship, when the school’s former head took over as CEO of the MAT the school sits within.

‘Had very big shoes to fill,’ say parents, but all agree he’s found his feet as Salesian continues to...

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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

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder
Y
HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment
MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing
OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes
PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma
SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication
Y
SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP)
SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD)
VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, 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:

regularly
most years
quite often
infrequently
sometimes, but not in this year

Who came from where


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