Wimbledon Chase Primary School
- Wimbledon Chase Primary School
Merton Hall Road
London
SW19 3QB - Head: Keith Ellis
- T 020 8542 1413
- F 020 8542 1668
- E [email protected]
- W www.wimbledonc…aseschool.co.uk
- A state school for boys and girls aged from 3 to 11.
- Boarding: No
- Local authority: Merton
- Pupils: 700
- Religion: Non-denominational
- Open days: See website
-
Ofsted:
- Latest Overall effectiveness Good 1
- Early years provision Outstanding 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 19th March 2024
- Previous Ofsted grade: Outstanding on 2nd May 2012
- Ofsted report: View the Ofsted report
What the school says...
Wimbledon Chase Primary is a very special school where our children are at the heart of all we do. We are a centre of high aspirations, which celebrates all levels of achievement. We are a school which promotes optimism and develops self-belief, ambition and challenge across the curriculum, within an inclusive environment.
The school’s ethos and values support parents and families in raising children who will grow to become responsible adults, ready to meet the demands of a fast-moving world, whilst treasuring the awe, wonder and magic of childhood.
We pride ourselves on being an inclusive school and our communities of pupils and families include a great variety of languages, cultures and backgrounds. In addition to an extensive range of indoor and outdoor learning spaces, we are also proud of our Additional Resource Provision (ARP), that provides specialist Speech, Language and Communication support, for pupils from across Merton who have particular needs or learning difficulties.
We embrace our pivotal role in the community that we serve. Wimbledon Chase Primary School acknowledges the importance of contributing to the wider society beyond the school gates and we strive to fulfil this role and the concomitant responsibilities – within the school, within our local environment and beyond in wider society.
The school aims to ensure that its pupils and staff develop as global citizens in order that they are able to seize and shape the world that awaits them. ...Read more
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
At Wimbledon Chase we have an additionally resourced provision for pupils with speech, language and communication disorders. The key stage 1 unit is called The Ark and the key stage 2 unit is called The Study. Both provide specialist teaching for up to 16 pupils from nursery to year 6. The children attend The Ark and Study in the mornings, where they receive their literacy and numeracy lessons from a special needs teacher and four learning support assistants. They also receive regular speech and language and occupational therapy. For all other lessons, they return to their classes with their learning support assistants. Staff are trained in a variety of techniques including: Makaton, social skills, SEAL small-group work training, speech & language therapy, play therapy, drama therapy, etc. We pride ourselves on being a fully inclusive school. All children have equal access to the wider curriculum as well as participating in school trips, theatre workshops and sports activities.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
Y |
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
Y |
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, 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:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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