St Vincent de Paul RC Primary School A GSG School
- St Vincent de Paul RC Primary School
Morpeth Terrace
London
SW1P 1EP - Head: Mr Nathaniel Scott-Cree
- T 020 33515990
- F 020 7641 5901
- E [email protected]
- W www.svpcatholicprimary.org
- A state school for boys and girls aged from 3 to 11.
- Boarding: No
- Local authority: Westminster
- Pupils: 213
- Religion: Roman Catholic
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- Early years provision Good 2
- Effectiveness of leadership and management Good 2
- 1 Short inspection 5th December 2019
- 2 Full inspection 10th March 2016
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Previous Ofsted grade: Requires improvement on 2nd April 2014
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Well-stocked music room with an impressive selection of instruments - from glockenspiels to bongo drums. All have singing and music lessons, provided by a dedicated music teacher. Pupils talk excitedly about how they are encouraged to create their own music. Sixth formers from neighbouring Westminster School work as volunteers, acting as classroom assistants and helping to run school clubs. ICT room doubles up as a cinema for film club. Not a place for those who wish to sit on their laurels. Energetic PTA meets regularly...
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What The Good Schools Guide says
Head
Since 2015, Nathaniel Scott Cree BA (early 40s). Teaching degree from Roehampton Institute of Higher Education, followed by a masters in Catholic school leadership from St Mary’s Twickenham. Originally from the Surrey/Sussex borders, his first job was at St Osmund's School in Barnes, followed by a complete contrast in locality – Brixton - where he taught for six years at Corpus Christi School. He says: ‘It was a very well run school. Parents moved to put children in there.’ He left to become deputy head at St Vincent’s Primary School in Marylebone, where he stayed for the next six years before being offered this headship. He has always taught in Catholic schools, which he says is his ‘personal preference', and is 'very committed to them’.
Mr Scott Cree is young...
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Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
St Vincent de Paul Catholic Primary school is a fully inclusive school. We educate children with a range of abilities, special educational needs and disabilities. Each child is treated as an individual and we ensure that we support them to meet their full potential accessing all the opportunities we provide. We welcome and support pupils with medical conditions and understand that pupils can suffer from long term, short term, chronic and acute illnesses. We provide for all pupils without exception or discrimination; this includes both physical and mental health conditions. St Vincent de Paul Catholic school provides all pupils with a special need or medical condition the same opportunities as others at school, enabling them to play a full and active role in school life, remain healthy and achieve their academic potential. When children are identified with a special educational need, we make every effort to give extra help in the usual classroom setting. We monitor children’s progress carefully and differentiate the learning to support all ability levels. A comprehensive package of extra interventions is delivered by teaching assistants. Individual teaching assistants have specialisms and are trained in speech and language support, dyslexia support and with emotional literacy. Interventions are available for children identified for additional support. Information regarding our provision for SEND is contained in the SEND School offer on our home page and is in line with the SEND Code of Practice (2015) .
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | Y |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | Y |
| Dysgraphia | Y |
| Dyslexia | Y |
| Dyspraxia | Y |
| English as an additional language (EAL) | Y |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | Y |
| Hospital School | |
| Mental health | Y |
| MLD - Moderate Learning Difficulty | Y |
| MSI - Multi-Sensory Impairment | |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | Y |
| Other SpLD - Specific Learning Difficulty | |
| PD - Physical Disability | Y |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | Y |
| SLCN - Speech, Language and Communication | Y |
| SLD - Severe Learning Difficulty | Y |
| Special facilities for Visually Impaired | |
| SpLD - Specific Learning Difficulty | Y |
| VI - Visual Impairment | Y |
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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