Questions about our history and local issues:

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How did the school proposal come about?

The proposal was the idea of a group of local parents, who were concerned about the break-up of their primary school communities as they moved towards secondary school. They identified a strong and increasing local need for more high quality mainstream, inclusive school places in SW Twickenham and surrounding areas. They wanted to create an inspirational school, building on the success of Waldegrave’s science specialism by making similar provision available within a mixed-school environment. They also wanted to fill a local void with the addition of engineering and music specialisms, creating a distinctive ethos to complement the provision at our other local schools.

How did the idea develop into a workable proposal?

Our parent group enlisted the support of the Russell Education Trust, and developed a network of local ‘critical friends’ to help with various aspects of the application, including a senior leader from a large local primary school. The team then began awareness-raising in the local community.

In February 2012, scores of local parents gave out leaflets, talked to and emailed friends in order to help spread the word. Thanks to each and every one of you! Around 1400 local children were registered in just a few weeks, far exceeding our targets, and providing very strong evidence of local demand for our school.

When and why did the parent group choose RET as their educational partner?

The parent members of our Steering Group first contacted the Russell Education Trust in January 2012, because they had read about its work on the Bristol Free School. RET had worked closely with Bristol's Parents' Voice group to turn their school vision into reality.   Our local group talked to the Bristol parents, as well as another group of parents that RET were working with in Hove. They researched other potential sponsors too, but liked the unique flexibility of RET's partnership model, which gave parents freedom to shape the school vision, whilst also providing the expertise they would need to deliver it.  RET's connection to Education London, and history of involvement with the London Challenge, gave the parents further confidence that RET had the credentials to make the school a success.

How will your school fit in with the local family of schools?

We feel very strongly that our school should be a part of the local family of schools, working together on joint educational initiatives that benefit our whole community. We are consulting with the Local Education Authority, and initiating dialogue with other local school leaders as a first step in that direction. Now that our proposal has been accepted by the DfE we can start to develop partnerships, and contribute towards existing projects.

Richmond schools participate in many joint initiatives, not just at student level, such as sporting events, but at a professional level too, for example through peer support for quality assurance.  As well as his school leadership credentials our founding headteacher brings to the Borough a wealth of experience in educational consultancy, school improvement partnership, and Ofsted inspection, that will be a positive addition to existing networks.  As the school grows, its staff will be encouraged to share/acquire knowledge and skills with their peers at other local schools, as part of their own professional development, and in the spirit of collaboration with the wider local teaching community..

Why do you think there is such strong demand for your school?

At the moment, Richmond Borough has anomalously high numbers of children who don’t get a place at one of their top 3 secondary choices (and 10% don’t get any of their 6 choices!). It also has anomalously high numbers that leave the local state sector completely at secondary transfer, either because they move to out-of-borough schools or switch to the private sector. We think these two facts are related and indicate a strong pent-up demand for more high quality local provision. Visit our Local Need page to read more about these issues.

What will be the effect on other Secondary Schools in our area?

As described on our Local Need page our school will fulfil both a demand need and an impending capacity need. The Local Authority have planned for Free Schools to help with future provision, and while we need to make the most of the opportunity to create our school while the funding is on offer, we also want to minimise the impact of our school on others.

Whenever a new school opens, there will be changes in local patterns of demand. However, the majority of Richmond’s excellent secondaries are highly oversubscribed and that is unlikely to change while their quality remains high.

There are two community academies on the Middlesex side of the borough with a small amount of spare capacity. However, council forecasts show that they too are expected to fill over time as a result of rising numbers of children transferring to secondary school, ongoing quality improvements and the completion of building projects.

We know that there are more than enough families in the area to fill up all of the existing schools and our new school too, provided we tailor our proposals to parental demand and ensure that we deliver on our quality commitments. We believe our area deserves a secondary system where quality is high across the board so that, for those pupils lucky enough to have a choice, schools 'compete' only on the distinctiveness of their ethos.  Above all, we are committed to making a positive contribution to the local family of schools.

How will the Egerton Road proposals impact Turing House?

Richmond Council is coordinating proposals for an 11-16 Secondary Free School on the Richmond-upon-Thames College site in Egerton Road, to be opened in 2017, in partnership with the college, Haymarket Publishing Ltd and Harlequins Rugby Club.

A few people have asked if that plan will impact the establishment of Turing House. Don't worry; it won't!

The Egerton Road school is needed in addition to Turing House, due to the huge bulge of children coming through the primary system. The Local Authority's most recent forecast assumed that there would be a secondary free school opening before then, and Turing House fulfils that expectation.

Quoting from the consultation document, published in March: "The Council’s forecast, taking into account as far as it can, the likely establishment of further free schools, suggests that further significant provision may be needed by September 2017".  The project's website says: "We believe that by September 2017, there will be enough local children transferring into Year Six to fill Turing House and all the current schools, so another Secondary School based on the College site would meet the need for additional places at that point."

For more information on the demand for additional secondary school places, see our Local Need page.

Is it unusual for a school to have an admissions point at a location other than at the school itself?

Ideally schools will be established in areas where demand is high.  However, in densely populated areas, where land is at a premium, that isn't always possible.  As well as Turing House, two of RET's other schools have retained admissions points in the areas that their proposals were intended to serve, because they were unable to obtain a site in the immediate vicinity.

Paragraph 1.14 of the Admissions Code, permits the use of Catchment Areas provided they are reasonable and clearly defined.  Another local secondary school, Waldegrave, has a defined catchment area in a location that is different to the school.

Defining an Admissions Point (sometimes called as a Nodal Point) is equivalent to defining the centre of a Catchment Area, although it is potentially less confusing because parents sometimes wrongly assume that living within a defined Catchment Area guarantees them a place at a particular school, or that living outside a catchment area prevents them from applying. Some schools, especially those intended to serve a wide area, are using transport hubs, such as train stations, as admissions points.

 

 

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