Wimbledon Chase Primary School A GSG School
- Wimbledon Chase Primary School
Merton Hall Road
London
SW19 3QB - Head: Mr Ben Foley
- 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: 630
- Religion: Non-denominational
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Early years provision 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 3rd May 2012
- Previous Ofsted grade: Good on 6th November 2008
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Everyone feels the positive impact and thrill of the creative curriculum; most notably these exciting projects have helped the children develop their writing skills. Playing fields, cricket pitch, tennis courts, a lovely wildlife area and gardens provide numerous outdoor and sporting opportunities. The children grow fruit, vegetables and flowers and are taught about which plants will attract particular birds and insects. Friday film club run by a parent in conjunction with the British Film Institute has produced some successful young film critics...
What the school says...
We completed a period of expansion to 3 forms of entry in 2011, including having a new wing built onto the school. The new building enables us to have extra specialist facilities such as a purpose built music room, a second ICT suite, a cookery room and an After School Club area. The expansion has also enabled us to redevelop the playground and install new playground equipment and interesting play surfaces.
Wimbledon Chase is a happy and vibrant school. Visitors comment on the stunning grounds and sports facilities. We are proud of our outstanding reputation. ...Read more
What the parents say...
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What The Good Schools Guide says
Head teacher
Since September 2017, Ben Foley, previously head of Green Dragon primary in Hounslow - which he brought from 'requires improvement' to 'good' with 'outstanding' leadership within two years of joining. He has also headed Park Walk primary, and has wide experience of supporting other Hounslow schools.
He has three young children and enjoys sports: an attraction of Wimbledon Chase for him is its great sports grounds and facilities, including the annual school triathlon.
Entrance
At 3+ to the nursery and 4+ into reception. Now expanded to three-form entry. Non-selective; applications must be made through Merton Council, usual admissions criteria. For occasional places in older age groups contact school or the council.
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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 18 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 three learning support assistants. They also receive regular speech and language therapy 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 | 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 | Y |
| 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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