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What says..

Quality of teaching is excellent. ‘They’re all so dedicated. I can’t fault them,' said one parent. Achievements are recognised at assemblies throughout the year. A local parent declares it to be the sort of school where 'decent folk will be prepared to break all sorts of rules to get their daughters in.' Co-ed sixth form is making this school even more desirable. Running club is popular with 40 girls doing a 5k run twice a week...

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What the school says...

Appointed as one of the first 100 Teaching Schools in the country in 2011. Converted to an academy 2012. Co-Educational sixth form opened September 2014.

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What The Good Schools Guide says


Since 2019, Elizabeth Tongue, previously senior deputy head at Tolworth Girls' School. Educated at Brighton & Hove High School for Girls and the University of Leeds, where she read history and theology. She completed her teacher training in York more than 25 years ago.


Fully comprehensive intake. It is the only all-girls state school in Richmond so is always oversubscribed. Despite clear and rigid guidelines about admissions policies there are always appeals. Priority to those with special needs and those in public care or who are deemed by the LA to have a particular need, to siblings, daughters of staff and those living in priority areas. Most girls will have attended local primary schools in the borough. Ten places are available in total in the school for those with social communication difficulties or those with...

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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

At Waldegrave we believe pupils with special educational needs should be offered full access to a broad, balanced and relevant education, including appropriate access to the National Curriculum. The ethos of our school supports the aims of the Disability Discrimination Act. The school has an accessibility plan. Although the site is not yet fully accessible to all pupils with physical disabilities, we are making improvements as funding permits. All teachers in the school share the responsibility for identifying and responding to the special educational needs of all pupils. All teachers are teachers of pupils with special educational needs. A variety of methods is employed to meet the wide range of pupils needs: modification of materials, provision of individualised structured programmes and the use of a range of teaching methods as well as differing degrees of support. Use is made of the Learning Resources Centre and flexible learning methods. 10-09

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

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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