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  • The Holy Cross School
    25 Sandal Road
    New Malden
    Surrey
    KT3 5AR
  • Head: Mr T Gibson
  • T 020 8395 4225
  • F 020 8395 4234
  • E [email protected]
  • W www.holycross.kingston.sch.uk
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Kingston-Upon-Thames
  • Pupils: 941; sixth formers: 200 (federated with Richard Challoner)
  • Religion: Roman Catholic
  • Open days: September
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Good 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 10th October 2007
  • Ofsted report: View the Ofsted report

What says..

Religious dimension ever present – a cross formed from coloured glass blocks in sixth form centre contrasts with older stained glass in entrance hall – and never apologetically. Catholicism remains defining part of school life, with RS taken at GCSE by all, and compulsory part of sixth form education. School that doesn’t stint on detail - new head girl’s name already on honours board early in autumn term. ‘Treat every individual in holistic way,’ said parent. ‘It’s not just about the academic progress, you get sense that…

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What the school says...

Converted to an academy 2012.

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Girls taking English Language at an English Comprehensive School (Level1/2 certificates)

2016 Good Schools Guide Awards

  • Best performance by Girls taking English Language at an English Comprehensive School (Level1/2 certificates)

What The Good Schools Guide says

Headteacher

Since 2001, Tom Gibson BSc Dip Ed MEd NPQH (40s). Could be government poster star for rejuvenating benefits of headship – radiates fulfillment and energy, though also a possible fringe benefit of lifelong interest in sport. While original career plans as pro after studying PE at Loughborough came to nought (dawning realisation that wasn’t going to happen, he says, hit him ‘later than my friends’), teaching career, fortunately for pupils in his care, proved thoroughly acceptable alternative. Pretty much inescapable, given that computer has invariably said ‘yes’ to the idea. ‘Whenever I do psychometric tests, always come out as a teacher or social worker,’ he says, though without any discernable regrets.

Has viewed education from every angle, as a parent (four children through university, wife an early years specialist), teacher...

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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.

Who came from where

Who goes where

Special Education Needs

Holy Cross is an inclusive school. All students, irrespective of ability, are offered a broad and balanced curriculum. Holy Cross has due regard for the Special Educational Needs and Disability Code of Practice 0-25 Years; following the statutory guidance for working with and supporting young people with special educational needs and disabilities. Students identified as having special educational needs are given appropriate help and support. This might be adult support in lessons, teaching in small groups, withdrawal to work outside the classroom either individually or in a very small group. This support may be offered for a short time as required or for the whole school career. Where necessary, help is sought from outside agencies for example speech and language therapists and educational psychologists. The Special Needs Co-ordinator, teachers and learning support staff work closely with parents as well as students who need help. The school offers a challenging curriculum to ensure that the needs of gifted and talented students are recognised and met. All students have access to the National Curriculum and are fully integrated into the extra-curricular life of the school. ?

Condition Provision for in school
ASD - Autistic Spectrum Disorder
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 Y
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

Who came from where


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