Thomas's Battersea[1]

Results

No published data for this school.

Ofsted

No published data for this school.

Competition to get in

Admissions

Places (published admission number), 4+ entry

66 2026-10-14[2]

Character & practicalities

Type

Other independent school[1]

Ages

3–13[1]

Boys / girls

Mixed[1]

Admissions

Selective[1]

Sixth form

No[1]

Boarding

No boarders[1]

Capacity

685[1]

Local authority

Wandsworth[1]

Website

www.thomas-s.co.uk[1]

District

Wandsworth[3]

Postcode

SW11 3JB[1]

URN

100530[1]

School details as recorded in Get Information About Schools on 14 Oct 2026.

Pupils

Number on roll

535 2024/25[4]

SEN support

42.6% 2024/25[4]

EHC plan

0% 2024/25[4]

Free school meals in the last 6 years

0% 2024/25[4]

Practicalities

Admissions contact

The contact details for admissions at Thomas's Battersea include the provided URL, email, and phone number. 2026-10-14[5]

Bursaries

Bursary awards offered for applicants in Years 7 and 8 (contact admissions); no max % or threshold published. Entry Sept 2027[2]

English as an additional language

169 Entry Sept 2025[6]

Entry points

https://www.thomas-sbattersea.co.uk/admissions/ · Reception (4+) · We hold group play-based assessments in the Michaelmas Term a year before your child is due to start with us. · group play-based assessment; https://www.thomas-sbattersea.co.uk/admissions/ · Years 1-8 incl. Year 7 entry · where they will sit standardised assessments in English and mathematics. · standardised English and maths assessments 2026-10-14[2]

Occasional places

Entry into Years 1 to 6 is via an occasional place for the 2027/2028 academic year. Entry Sept 2027[2]

Open events

The school tour on 14 October 2026 is fully booked, and additional tours are scheduled for 9 December 2026 and 20 January 2027. Entry Sept 2027[7]

SEND provision

152 Entry Sept 2025[6]

Routes to senior schools

No preferential route at 11+/13+

Behind this success are the dedicated structures that allow our entire school community to flourish. By introducing the ‘future schools’ process earlier in our pupils’ journey at Thomas’s Battersea, we ensure they are fully supported – not only in their academic progress, but in taking that next exciting step to their senior schools. 2026-10-14[8]

In the inspectors' and the school's words

Academic

Overall, teaching supports pupils’ good progress. An effective range of school-wide initiatives, such as advanced language studies, promote pupils’ academic success.[6]

Warmth

These values are very much at the heart of the Thomas’s Battersea school experience. pupils, who consistently demonstrate care and support for one another[6]

Pastoral care

Pupils’ wellbeing and happiness are prioritised. Structures supporting emotional and physical wellbeing ensure that pupils feel secure and valued[6]

Behaviour

This is reflected in the low levels of misbehaviour across the school. Leaders set high expectations for pupils’ behaviour. As a result, pupils typically behave well.[6]

Learning support

A robust system for early identification of pupils who have special educational needs and/or disabilities (SEND), paired with tailored support from knowledgeable leaders and teachers Effective use is made of specialist support when required, such as from occupational therapists.[6]

Enrichment

The school’s offer is complemented by a stimulating and diverse range of clubs. pupils develop new interests and skills, for example in art, fencing, judo, running, rock choir, chess, coding and cookery[6]

Pupil voice

Additional leadership structures, such as rotating lower school leaders and an active school council, empower pupils to influence change within the school. Pupils are also able to have their say in shaping provision, and as a result, for example, older pupils now serve their own food.[6]

Independence

Pupils are eager to recount their educational experiences, for example, explaining their independent research and presentation projects about the Romans and Joseph Bazalgette.[6]

Collaboration

Calm, supportive adult guidance nurtures empathy, independence and a sense of community between pupils, who consistently demonstrate care and support for one another.[6]

Structure

clear expectations, communicated through class charters, consistent rewards and a focus on building trusting relationships They are motivated by the opportunities to contribute to a house-based reward system.[6]

Diversity

culturally appropriate considerations of the backgrounds of the school’s vastly diverse community[6]

Sport

Leaders prioritise sport and outdoor learning, embedding it in the school’s culture through strategic planning and high-quality provision. They develop knowledge and skills to represent the school in competitive fixtures successfully.[6]

Performing arts

Pupils gain recognition for their dance, drama, linguistic and artistic talent in national competitions, examinations and scholarship assessments. The drama curriculum allows pupils to develop their skills in, for example, performance, technical backstage skills such as lighting management, set building and prop construction.[6]

Visual arts

The curriculum includes a focus on creative subjects such as music, dance, drama and art. Pupils, staff and parents turned this into a collaborative mural, demonstrating pupils’ social responsibility and creativity.[6]