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  • Sheen Mount Primary School
    West Temple Sheen
    London
    SW14 7RT
  • Head: Tom Holmes
  • T 020 8876 8394
  • F 020 8878 6568
  • E [email protected]
  • W www.sheenmount…richmond.sch.uk
  • A state school for boys and girls aged from 4 to 11.
  • Boarding: No
  • Local authority: Richmond-Upon-Thames
  • Pupils: 575
  • Religion: Non-denominational
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Early years provision Good 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Personal development, behaviour and welfare Outstanding 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 4th May 2022
  • Previous Ofsted grade: Outstanding on 18th June 2007
  • Ofsted report: View the Ofsted report

What says..

The functional buildings, including a new separate reception block with its own fenced off space, sit comfortably on their generous corner site and there is plenty of room for letting off steam outside. Parents talk about their children thriving beyond expectation due to the 'brilliant' teachers, with children coming home bursting to tell their mothers that 'guess what, he’s going to give us free extra help in lunchtime' or 'maths is not really like a lesson, it’s such fun'. Considerable thought is taken over...

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What The Good Schools Guide says

Headteacher

Since January 2022, Tom Holmes, previously head at Allfarthing Primary School since 2017. He has also been acting head at St Mary’s CE Primary School in Twickenham and before that he taught at Wandsworth’s Honeywell School.

Entrance

You may need to live within spitting distance of the school as the catchment area is tiny, normally less than 500m. There is now three-form entry at reception but the demand is such that you probably need to live within walking distance of the school, although they do take in the odd Richmond refugee. The increased intake has not resulted in more room for new arrivals as the larger number of siblings take up the extra places. Places further up the school are as rare as hens’ teeth and usually only occur when a family moves from the area.

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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

Our well-staffed and experienced SEN Team provides advice and resources to class teachers and parents. When further intervention is required, well-researched programmes are delivered either by a qualified SEN Teacher or a TA closely monitored by the SEN Team. Advice from external agencies is regularly sought and acted upon. We adhere firmly to the principles of early intervention and inclusion. Nov 09

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
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
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:

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


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