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  • The London Oratory School
    Seagrave Road
    London
    SW6 1RX
  • Head: Dan Wright MA (Cantab)
  • T 020 7385 0102
  • F 020 7381 7676
  • E [email protected]
  • W www.london-oratory.org
  • A state school for boys aged from 7 to 18.
  • Boarding: No
  • Local authority: Hammersmith & Fulham
  • Pupils: 1,325; sixth formers: 335 (75 girls)
  • Religion: Roman Catholic
  • Open days: September and October
  • 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 19th March 2009
  • Previous Ofsted grade: Outstanding on 18th May 2006
  • Ofsted report: View the Ofsted report

What says..

Results can partly be attributed to good and committed teaching but must largely stem from an excellent work ethic that is drilled in from the start. Homework is rigorously monitored and it’s a detention for repeated failure to produce it. Sixth formers have to work together in the library or study hall (both staffed) during study periods. No lounging around on comfy sofas here. The Junior House, which incorporates 80 boys (20 in each of years 3-6) chosen for musical aptitude as well as academic ability, enjoys the use of all the senior facilities including recently refurbished science labs and breath-taking ...

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What the school says...

Converted to an academy 2011.

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Other features

All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.

Choir school - substantial scholarships and bursaries usually available for choristers.

What The Good Schools Guide says

Headmaster

Since January 2018, Daniel Wright MA (40s), previously deputy head of St George's College, Weybridge. History degree from Cambridge; began his teaching career at Gordon's School, moving to Godalming College in 2004 as head of history then director of faculty. Took up his post at St George's in 2015.

‘Much more involved than the last one,’ said one boy and there’s no doubt this is a very visible head, who teaches (currently a self-written course to sixth formers on spiritual direction for teenagers), gives ‘inspirational talks’ and ‘really gets to know us boys’. Pupils say he has ‘breathed new life into extracurricular’ (including the popular addition of boxing), while behind the scenes he is utilising his previous experience as a curriculum design planner to create a more virtue-based curriculum, in keeping...

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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

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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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