Alma Primary
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
Not Rated


Friern Barnet Lane
Whetstone
London
N20 0LP
02083439988
Pupils
209
Ages
4 - 11
Gender
Mixed
Type
Free schools
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(21/5/19)
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Based on the evidence gathered during this short inspection, I am of the opinion that the school has demonstrated strong practice and marked improvement in specific areas. This may indicate that the school has improved significantly overall. Therefore, I am recommending that the school’s next inspection be a section 5 inspection. Leaders have effectively addressed the key issues found at the time of the last inspection. Teachers now follow the school’s assessment policy consistently to provide pupils with high-quality feedback about their work. They make sure that the work is suitably challenging. Middle leaders are more established in their roles and are clear about their responsibilities. Under your purposeful and reflective leadership, the annual self-evaluation process identifies the right priorities to support continuous improvement. Leaders ensure that the curriculum is underpinned by clear values. Leaders, staff and governors share a common purpose for supporting pupils’ progress and helping them to become well rounded citizens. Pupils learn to be kind and respect others even when they do not always agree with them. The curriculum is entirely focused on pupils learning more and knowing more as they move through the school. The strong curriculum is supporting your aim of being ‘…among the highest performing primary schools in the borough’. Leaders challenge and support teachers to improve their practice. They have an accurate understanding of the strengths and weaknesses in teaching throughout the school. Teachers and support staff value the opportunities to improve their practice through interesting and varied professional development. Staff appreciate the time leaders take to listen to their ideas and concerns. All staff who responded to the survey said that they were proud to be part of the school. Leaders and teachers want the best for all pupils. They expect them to make strong progress, including those with special educational needs and/or disabilities (SEND). Leaders and teachers work together with parents and carers to identify any barriers to pupils’ learning. They ensure that pupils who require additional support receive this in a timely way. Teachers make sure that lessons are appropriately challenging for all pupils. From broadly average starting points, pupils’ outcomes at the end of all key stages are securely above those found nationally. This is a rapidly growing school. Its expansion requires leaders to periodically take stock of the allocation of roles and responsibilities. Recent appointments have added much-needed capacity and significant expertise to the leadership team. This work in progress is proving effective in improving the quality of provision and supporting pupils’ strong progress. Governors bring extensive knowledge and experience to their role, particularly in matters relating to pupils’ well-being and their educational achievement. Through challenging and supporting leaders to secure improvement, they have a very clear understanding of the school’s strengths and weaknesses. A recently commissioned audit highlights their determination to govern efficiently and effectively. The overwhelming majority of parents who responded to Ofsted’s online survey would recommend the school. Parents value the support and care given to their children. One parent wrote, ‘My child feels happy and safe’, a message which echoes that of many others. Another wrote, ‘Our children have developed a real passion for learning and cannot wait to get to school each day.’ The school’s higherthan-average attendance rates together with no exclusions support parents’ typically positive and affirming views. Safeguarding is effective. Leaders and governors have successfully embedded a strong culture of safeguarding. Staff welcome your weekly challenge, testing their knowledge of current guidance and best practice. Staff know that safeguarding is everyone’s responsibility. They are familiar with and make appropriate use of all the relevant systems and processes. The introduction of a nurture group has added further strength to safeguarding practice. As part of this group, pupils receive timely support for mental health and well-being. Pupils and their parents feel that the school is safe. Pupils know that they can speak to any adult if they have a worry or a concern. They told me that bullying rarely happens and if it does, adults deal with it. Pupils know how to keep themselves safe when they are using the internet.

Alma Primary Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

020 8359 2000

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

Alma Primary Reviews

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