Angram Bank Primary School
Catchment Area, Reviews and Key Information

School Guide Rating

Kinsey Road
High Green
S35 4HN
3 - 11
Community school
4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have worked successfully to develop the quality of teaching, identified as an area to improve at the previous inspection. Together with your senior leaders and governors, you accurately identified the areas that needed to improve, planning for and implementing swift modifications. You have recruited and developed dynamic teaching staff who are willing to reflect on their practice and welcome change. They demonstrate well-developed subject knowledge, supporting the majority of pupils to achieve well. Teachers have embraced whole-school teaching strategies designed to promote pupils’ thinking and to give them strategies to express their thoughts. This has been very effective in raising the level of pupils’ involvement in their learning so that, in all classes, pupils of all abilities and both boys and girls are joining in and learning well. Middle leaders and teachers have introduced new ways of teaching reading to help pupils improve their higher-order reading skills. Consequently, the most able pupils are reading widely and with fluency and expression. Improvements have been made to the teaching of grammar, spelling and punctuation. These changes have proved powerful in engaging all pupils, including boys and disadvantaged pupils, to write to a good standard. In addition, you have introduced new approaches to teaching mathematics throughout the school with a focus on developing problem-solving skills. Pupils have been given many more opportunities to explore and develop their understanding, applying new knowledge through learning challenges. As a result, the attainment of pupils at every key stage has risen steadily over a three-year period. In order to secure outstanding learning, leaders and teachers must ensure that teaching over time is of a consistently high quality. This includes maintaining a focus on improving the quality of provision in the early years and in key stages 1 and 2, planning sequences of lessons that deepen pupils’ understanding, particularly for those pupils who have special educational needs and/or disabilities. Safeguarding is effective. All staff are appropriately trained to safeguard pupils. School policies reflect the latest guidance and the school business manager is careful to check that records are up to date. Staff are considered in managing dangers to pupils, making use of a raft of risk assessments that underpin every aspect of school life. The learning and engagement team play an important role in ensuring that pupils and their families are supported well through difficult circumstances. This team is very tuned to the needs of the community and responsive to pupils’ needs. Inspection findings You and your governors lead with commitment, working systematically to improve aspects of the school’s work. Your analogy of ‘getting everyone on the Angram bus’ is well understood by staff and pupils alike and underpins high expectations of learning throughout the school. Through this philosophy, you have nurtured a very willing team, ready to work with you to implement change. You are supported in this task by capable middle leaders who are growing in their ability to lead their subjects. This team approach has engendered in staff a high degree of satisfaction with your leadership and pride in working at the school. In 2015, from below-average starting points, pupils attained levels broadly in line with national averages at both key stage 1 and key stage 2. In 2016, pupils at the end of key stage 1 made good progress, with more pupils than seen nationally working at greater depth. At key stage 2, pupils attained levels above other pupils nationally in writing and mathematics and many made better progress than others nationally in reading, writing and mathematics. Leaders ensure that the progress of all pupils, including disadvantaged pupils, is carefully tracked and accounted for. If pupils are found to be falling behind, staff select from a large menu of interventions that might help pupils to make better progress. Some of this support is for social and emotional needs, to ensure that pupils are ready to learn. Many interventions boost the academic potential of pupils and help them to reach expected levels. Consequently, the differences between disadvantaged pupils and others are rapidly diminishing. Despite this, slightly fewer disadvantaged pupils attained expected levels in reading, writing and mathematics combined than seen nationally for all pupils, and not enough of the most able disadvantaged pupils made the higher levels at the end of key stage 2. School assessment information shows that this pattern is improving and current disadvantaged pupils are making better progress than in the past. Standards in the early years have been steadily rising so they are now just below national averages. Leaders have developed a vibrant and lively learning environment where children are happy and settled. Teachers provide many appealing activities that children want to engage in. For example, children were experimenting to solve the problem of how to get ‘ducks’ down a channel using a jug, a drainpipe and water. Children are encouraged to try hard and develop resilience in learning, as evidenced by one child who said, ‘I’ve worked my socks off!’ after sounding out and writing three-letter words. Teachers in the early years plan to meet the needs of the whole class through responsive planning, changing the provision on a daily basis. Teaching assistants ably support children, asking timely questions to encourage children to think harder or to express themselves even better. Teachers have strategically planned for children to develop fine-motor and writing skills through play-based activities, and boys in particular are benefiting from this. Even so, fewer boys are well prepared to start Year 1 than girls. Staff regularly discuss the progress of individual children with senior leaders, making adjustments if children do not appear to be making expected progress. However, teachers are not currently planning next steps for individual children, missing opportunities to accelerate children’s progress rapidly. Teachers display good subject knowledge in phonics and look for innovative ways to deliver phonics teaching. There has been an increase in the proportion of pupils achieving expected levels in the Year 1 phonics check so that school results are higher than national averages. Although there was a dip in 2015 for disadvantaged pupils, this was corrected in 2016 so they have achieved in line with other pupils nationally. However, some pupils who have special educational needs and/or disabilities are still struggling to keep up with their peers during lessons. Pupils make good progress in a wide range of subjects, citing mathematics, physical education and French among their favourite lessons. They were able to talk in detail about their learning of other faiths, explaining what they know about Sikhism for example. Pupils value regular opportunities to experience activities related to other cultures. They had taken part in carousels of activities related to Chinese and African culture, learning through a range of media including art, music and dance. Teaching assistants play an effective role throughout school. Well-planned lessons allow them to question successfully to determine what pupils understand, contributing considerably to pupils’ learning. Pupils’ behaviour in school is very good. This was evident in all lessons observed and during playtime and lunchtime. Pupils are rewarded for displaying desirable learning behaviours such as resilience, respect or reflection. They relish taking a colour-coded key fob to put on display in acknowledgement of successful learning.

Angram Bank Primary School Catchment Area Map

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

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All attending pupils
National School Census Data 2020
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How many pupils attending the school live in the area?


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

0114 27 34567

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.

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