St Vincent de Paul RC Primary School
- St Vincent de Paul RC Primary School
Morpeth Terrace
London
SW1P 1EP - Head: Mr Nathaniel Scott-Cree
- T 020 33515990
- F 020 7641 5901
- E office@svpschool.co.uk
- W www.svpcatholicprimary.org
- A state school for boys and girls aged from 3 to 11.
- Boarding: No
- Local authority: Westminster
- Pupils: 213
- Religion: Roman Catholic
-
Ofsted:
- Latest Overall effectiveness Good 1
- Early years provision Good 2
- Effectiveness of leadership and management Good 2
- 1 Short inspection 5th December 2019
- 2 Full inspection 10th March 2016
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: Requires improvement on 2nd April 2014
- Ofsted report: View the Ofsted report
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
St Vincent de Paul Catholic Primary school is a fully inclusive school. We educate children with a range of abilities, special educational needs and disabilities. Each child is treated as an individual and we ensure that we support them to meet their full potential accessing all the opportunities we provide. We welcome and support pupils with medical conditions and understand that pupils can suffer from long term, short term, chronic and acute illnesses. We provide for all pupils without exception or discrimination; this includes both physical and mental health conditions. St Vincent de Paul Catholic school provides all pupils with a special need or medical condition the same opportunities as others at school, enabling them to play a full and active role in school life, remain healthy and achieve their academic potential. When children are identified with a special educational need, we make every effort to give extra help in the usual classroom setting. We monitor children’s progress carefully and differentiate the learning to support all ability levels. A comprehensive package of extra interventions is delivered by teaching assistants. Individual teaching assistants have specialisms and are trained in speech and language support, dyslexia support and with emotional literacy. Interventions are available for children identified for additional support. Information regarding our provision for SEND is contained in the SEND School offer on our home page and is in line with the SEND Code of Practice (2015) .
| 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 |
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 |
Y |
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
Y |
| 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 |
Y |
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
Y |
| 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 |
Y |
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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