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  • The St Marylebone C of E School
    64 Marylebone High Street
    London
    W1U 5BA
  • Head: Ms Kathryn Pugh
  • T 020 7935 4704
  • F 020 7935 4005
  • E [email protected]
  • W stmarylebone.school
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Westminster
  • Pupils: 1,116; sixth formers: 330 (around 80 boys)
  • Religion: Church of England
  • Open days: June, September and October
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness 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 2nd April 2014
  • Previous Ofsted grade: Outstanding on 7th November 2007
  • Ofsted report: View the Ofsted report

What says..

Dance, drama and music are outstanding and production values are high. 'The girls take huge pride in their performances,' we were told, 'even if not everyone can take part. It is inspirational.' The inspiration is further fuelled by the innovative and outstanding three storey building that incorporates the visual and performing arts space, with dance studio and gym in the basement. It is perhaps not surprising, then, that sport has a lower profile. That is not to say that there are not…

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What the school says...

The school prides itself in its 'pursuit of excellence' in terms of students' academic, personal, social and spiritual development. Teaching and Learning is its passion, with 15 Specialist Leaders in Education on its staff. As a Teaching School, St Marylebone leads best practice in Teaching and Learning across an alliance of schools. Creativity across the curriculum reaches STEM subjects as much as the Arts and Humanities.
Converted to an academy 2011.
...Read more

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Other features

Performing arts specialist school

What The Good Schools Guide says

Headteacher

Since 2014, Kathryn Pugh MA (Cantab) PGCE NPQH (mid 30s). A Cambridge graduate with first class honours in English, she joined St Marylebone in 2005 as an English teacher and learning co-ordinator, and was promoted to assistant head in 2008, before succeeding the long-serving and legendary Elizabeth Phillips OBE. This is only the second school she has worked at. She arrived here after cutting her teeth (as she puts it) at Riddlesdown Collegiate, a large co-ed comprehensive in Surrey, where she taught English and drama. Straight after leaving Cambridge she spent four years working in business and media, and then in theatre and communication for 18 months in Malawi, as well as for the Teacher Support Network, an educational charity.

Tall and willowy, Ms Pugh looks more like a Chanel...

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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

The St Marylebone School is committed to providing an inclusive education for all of its students with support provided by the SEN, EAL and Inclusion departments. Students are assessed upon entry and we aim to ensure that all students' needs are identified and catered for as appropriate. SEN staff play a key role in providing support to SEN students during their transition to secondary school. It is the school's aim that the majority of students will be supported within mainstream lessons. This approach focuses on teachers working in partnership with subject specialists in order to shape inclusive environments that cater both to individual need, as well as for diversity of need in the classroom. The SEN department provides additional support outside of the curriculum through activities such as homework club and lunchtime clubs.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL) Y
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

Who came from where


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