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  • 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
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Early years provision 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 2nd May 2012
  • Previous Ofsted grade: Good on 6th November 2008
  • Ofsted report: View the Ofsted report

What says..

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. Nursery and reception classes have their own specially designed playgrounds attached to their classrooms...

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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

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What The Good Schools Guide says

Headteacher

Since March 2021, Keith Ellis, previously deputy head for six years.

Entrance

At 3+ to the nursery and at 4+ into reception (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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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 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 Y
Aspergers
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia Y
Dysgraphia
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL) Y
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class Y
HI - Hearing Impairment Y
Hospital School
Mental health Y
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:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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