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  • The Cardinal Vaughan Memorial School
    89 Addison Road
    London
    W14 8BZ
  • Head: Mr Paul Stubbings
  • T 020 7603 8478
  • F 020 7602 3124
  • E [email protected]
  • W www.cvms.co.uk
  • A state school for boys aged from 11 to 18.
  • Boarding: No
  • Local authority: Kensington & Chelsea
  • Pupils: 1013 (856 boys); sixth formers: 357 (152 girls)
  • Religion: Roman Catholic
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes 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 13th September 2006
  • Ofsted report: View the Ofsted report

What says..

No-one could eulogise the school's facilities. The consistently impressive results are instead a result of a one-track aim for academic excellence, which parents put down to ‘traditional hothousing’, ‘high expectations in the classroom’ and ‘meticulously individualised learning’. ‘You’ll smell it as you walk round,’ said the head when we asked him about the standard of behaviour – he was right. Discipline couldn’t...

Read review »

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Curricula

Cambridge Pre-U - an alternative to A levels, with all exams at the end of the two-year course.

What The Good Schools Guide says

Headmaster

Since 2011, Paul Stubbings MA (40s), a classicist. Educated at Worcester Grammar school and Durham University. ‘Home grown’, having originally joined the school in his teaching practice placement in 1988, becoming classics teacher the following year. Was promoted from deputy head, pastoral, but don’t expect soft edges – we’ve rarely met a head given to so many military comparisons (‘sergeant major’, ‘leading his army of boys’ etc), though you’ll be hard pushed to find anyone with a bad word to say about him, with parents and pupils absolutely delighted. ‘Knows his path and marches down it at full throttle – means we’re always well ahead of the game educationally.’ ‘He’s succinct, always to the point and so fast at dealing with any issues.’ ‘Very driven and absolutely loves the school and the boys’. Etc....

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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

The Cardinal Vaughan Memorial School has, for many years, provided high quality SEN provision for pupils with a diverse range of Special Educational Needs. The department comprises four experienced, qualified teachers with learning support or SEN commitment and six learning support assistants. Staff are experienced in teaching and supporting a range of pupils, from mild learning disorders to those with autistic spectrum disorders. Staff work throughout the school, supporting pupils in class and, at times, on a withdrawal basis. Pupils with emotional and behavioural difficulties are well supported, with the school able to offer individual behaviour plans and additional pastoral support when necessary. Home-school communication is strong and departmental members have excellent relationships with pupils and parents alike. Additionally, the school has strong links with external agencies and pupils can receive regular input from outside professionals. The school makes excellent provision for gifted and talented pupils. Master classes, advanced skills courses, university taster courses, Latin and visiting speakers are all on offer to pupils alongside Departmental provision. All the pupils on the School's SEN register take public examinations and disapplication is rare. A wide range of examination provisions are available to those that require them and often, pupils with SEN achieve enviable results.

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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