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  • St Elizabeth's Catholic Primary School
    Queen's Road
    Richmond
    Surrey
    TW10 6HN
  • Head: Mrs Jane Hines
  • T 020 8940 3015
  • F 020 8332 0986
  • E [email protected]
  • W www.st-elizabe…richmond.sch.uk
  • A state school for boys and girls aged from 4 to 11.
  • Boarding: No
  • Local authority: Richmond-Upon-Thames
  • Pupils: 298
  • Religion: Roman Catholic
  • 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
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 26th June 2009
  • Previous Ofsted grade: Outstanding on 11th July 2006
  • Ofsted report: View the Ofsted report

What says..

Writers’ wall, changed every half term, features stories that are a personal best for their authors, not just the same old top talents. ‘It’s the pupils we’re proudest of,’ says teacher. Similar spirit - rewarding effort rather than straight brain power – prevails elsewhere. When all the children who had represented the school in sport were asked to stand up in assembly, ‘was almost everyone,’ reports a parent. ‘Not always the same sporty kids doing stuff.’ For older children there’s a big push on community involvement as…

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What the parents say...

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What The Good Schools Guide says

Headteacher

Since 2014, Jane Hines BA (40s), after 10 years as deputy head and six as a class teacher here. Before that was based in Bristol, where had completed a classics degree before moving into teaching. Loved the subject but, coming from a family of dedicated, fulfilled teachers, no other career exerted the same pull. News of appointment greeted with delight by parents, who already knew her as voice of kindly calm authority and (correctly) anticipated more of the same. ‘Very calm and quiet, a real listener – have never seen her anything other than totally serene,’ said parent.

But it’s not just about maintaining the status quo. Mrs Hines is as dynamic (supported by strong leadership team) as they come. ‘Very receptive to ideas,’ said approving parent (we suspect she...

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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

St. Elizabeth's School takes particular care and concern for the children with Special Needs. Each child's needs are evaluated and special provision is put in place. We cater for a wide variety of special needs which at the moment includes, dyslexia, dyspraxia, ADHD, hemiplegia, cerebral palsy, speech and language difficulties, epilepsy, semantic pragmatic difficulties, mild visual impairment and moderate learning difficulties. St. Elizabeth's School has wheelchair access and full provision for children with physical difficulties. Children with physical difficulties are able to participate in a full curriculum including going on three school journeys whilst in the Junior School. We are open to receiving children with any kind of special need. When children enter the school the parents may approach the Head Teacher or the SENCo if their child has special needs and they are concerned about their provision. Similarly the school will approach parents if they are concerned about their child. In discussion with the SENCo, class teacher and parents, special needs children will have an Individual Education Plan written for them which will be regularly monitored and reviewed. The children will receive support from one of our SEN assistants or teacher who receive on going training in the teaching of special needs. We encourage parents to have regular contact with their child's class teacher and to work alongside learning support assistants, so that a good home/school relationship is fostered. At St. Elizabeth's School we ensure that all children feel included and this is a particular area of strength. All of our children feel happy and safe at school and enjoy learning, whatever their difficulty. 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

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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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