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  • Wallington High School for Girls
    Woodcote Road
    Wallington
    Surrey
    SM6 0PH
  • Head: Mr Richard Booth
  • T 020 8647 2380
  • F 020 8647 2270
  • E [email protected]
  • W www.wallington…s.sutton.sch.uk
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Sutton
  • Pupils: 1,451; sixth formers: 402
  • Religion: Non-denominational
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • 16-19 study programmes Good 2
      • Outcomes for children and learners Outstanding 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 12th January 2016
    • 2 Full inspection 13th January 2011

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Good on 12th February 2008
  • Ofsted report: View the Ofsted report

What says..

While it would be easy to see the excellent results of this high flying grammar as the inevitable consequence of admissions process – clever in, clever out – head gets most animated when talking about the school’s ‘value added’ scores. Progress levels in sixth form particularly strong. School insists it’s no exam factory, with any pressure coming from the girls themselves or their (often very aspirational) parents – pupils concur. A school with a strong sense of authenticity, enthusiasm and amiability that gives an impression of ...

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What the school says...

Entrance examinations consist of: 11 Verbal and maths. No interview. At sixteen, average points score of 46 over the best 8 GCSEs. B or above for AS/2 subjects .

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Girls taking Biology at an English Grammar School (GCSE)
  • Best performance by Girls taking Physics at an English Grammar School (GCSE)

School associations

State grammar school

What The Good Schools Guide says

Headteacher

Since 2016, Richard Booth BSc. A former grammar school student, he gained a degree in economics from Hull and travelled extensively, living in Australia for a spell, before returning to Hull to train as a teacher. This is his first headship, having been deputy head at Townley Grammar School and assistant head at St Olave’s Grammar School. He has two daughters, both now at secondary school.

Outwardly relaxed (and lacking the bone-crushing handshake that’s customary among male grammar heads), but surprisingly reserved – not a single titbit offered about interests or passions. ‘He doesn’t give away much about himself, which is a shame because you want to see the man behind the headteacher,’ one parent told us, while others said they felt ‘unqualified’ to comment on him because they ‘don’t know...

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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

Students are identified for SEN on entry to the school through their entrance exam, CATs tests and primary school information. Staff do regular reviews and inform the SENCO as necessary. The monitoring is specific to the learning and teaching of students with SEN. Students identified with SEN have IEPs and meet regularly with the Year Leader. Any teaching assistants within the school provide excellent support for the students. The school works well with outside agencies. Subject staff meet regularly and are updated on the specific needs of the students they are teaching. Nov 09

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
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
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


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