Clarendon School A GSG School
- Clarendon School
c/o Clarendon School Secondary Centre
Egerton Road
Twickenham
TW2 7SL - Head: Niall Dumigan
- T 020 3146 1441
- E info@clarendon.richmond.sch.uk
- W www.clarendon.richmond.sch.uk
- A state special school for boys and girls aged from 4 to 16. Type of SEN provision: ASD - Autistic Spectrum Disorder; MLD - Moderate Learning Difficulty.
- Boarding: No
- Local authority: Richmond Upon Thames
- Pupils: 165 (two-thirds boys)
- Religion: Does not apply
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- 1 Short inspection 25th April 2024
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.
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
All pupils will have significant global developmental delay though some (particularly those in reception and year 1 with early diagnosis) have more severe difficulties. Teaching is excellent and heavily tailored to individual pupils. For one primary age boy, highly incentivised by public transport, ‘we even had a bus rather than a donkey taking Mary to Bethlehem at Christmas,’ says Mr Kipps. Highly effective. ‘Suddenly he’s starting to communicate...'
What the school says...
Clarendon, a day special school for pupils with learning difficulties and additional complex needs is part of the Auriga Academy Trust. The school moved into new buildings in 2018. The Primary Centre (for 50 pupils) is in Hampton, whilst the Secondary Centre (90 pupils) is in central Twickenham. The school also manages the Gateway Centre, an offsite 20 place provision for secondary pupils with ASD. ...Read more
Do you know this school?
The schools we choose, and what we say about them, are founded on parents’ views. If you know this school, please share your views with us.
Please login to post a comment.
Other features
All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.
What The Good Schools Guide says
Executive headteacher
Since September 2023, Niall Dumigan, executive headteacher of The Auriga Academy Trust group of three special academies: Strathmore School, Clarendon School and Capella House School.
Head of Centre, Clarendon Primary:
Since 2002, Angela Mason. First teacher in the family - had wanted to be a nurse but changed her mind when she helped out at a local school. This is her third time at the school after assorted promotions elsewhere. ‘I really like it here – the children are wonderful.’ Particularly good at reassuring new parents, who describe her as supportive and lovely. ‘She made a big impression when we first saw her.’ ‘What you want as a parent is just a normal teacher. She’s incredibly reasonable and likeable – there to do her job,’ said one.
...
Subscribe now for instant access to read The Good Schools Guide review.
Already subscribed? Login here.
Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Clarendon is a community special school providing for pupils from seven to sixteen years who have a range of moderate learning difficulties. All pupils have a statement of special eductional needs. There is provision at the Oldfield House Unit for primary age pupils with emotional and behavioural difficulties.
| 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 |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
Y |
| 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 |
|
| 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) |
|
| 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
The Good Schools Guide newsletter
Educational insight in your inbox. Sign up for our popular newsletters.