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What says..

Painted towers of flower pots outside and mouthwatering display of knitted, ceramic and papier-mâché cakes in the foyer (theme: indulgence) are pointer for scope, variety and general excitement of life inside. Within minutes of arrival, we’d seen a catwalk rehearsal (pupils preparing to model pupils’ creations) and been treated to an astonishing and moving drama club improvisation. Let’s not beat about the bush – fabulous results are the alpha and omega here...


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What the school says...

Entrance criteria as follows: 11 - two stages of entrance tests which test maths and English. No interview, takes top 180 by second stage test results in line with the school's selection criteria. Selection criteria include priority to those who qualify for receipt of pupil premium funding when they register for the tests and who live within catchment areas. For Sixth Form - The minimum qualification for entry is 8 GCSE and/or AS passes. The 8 passes must include English, Mathematics and a science at GCSE/AS level. 2 of the passes must be to at least GCSE grade A* or grade 8, 4 of the passes must be to at least GCSE grade A or grade 7 and another 2 must be at least to grade B or grade 6. ...Read more

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

School associations

State grammar school

What The Good Schools Guide says

Head teacher

Since January 2016, Ian Keary BA NPQH, 40s. Previously head of school at highly rated Glyn, part of a multiacademy trust in nearby Ewell, for three years, which he joined as deputy head in 2012. Reported to the overall executive head, the ideal way of developing leadership skills. Before that, eight years at Tiffin School (the boys’ grammar, just down the road), four as assistant head.

Sporty (degree was in sports studies and English, gets vicarious fix these days as the father of two games- and rowing-mad sons), he’s also warm, soft spoken and – as this reviewer can testify - generous with this time. He’s proving a hit with parents and pupils, a tribute given that his appointment marks a definite change for school that’s been used to...

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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 school has an experienced SENCo who, as a part of the senior leadership team, takes a lead on supporting students with different learning need and matters to do with pastoral care. The school operates a graduated approach to differentiated learning ensuring students requiring a more personalised learning experience are catered for. Tracking and monitoring of student progress is key in identifying and ensuring that strategies are in place to ensure that all students achieve their potential. Central to the success of all students is the close working relationship that the school has with parents and the co-ordinated approach to learning taken by all staff.

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:

most years
quite often
sometimes, but not in this year

Who came from where

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