Banstead Community Junior School
Catchment Area, Reviews and Key Information

School Guide Rating

The Horseshoe
7 - 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 a very good understanding of the needs of the school and the community it serves. You focus on meeting the needs of the ‘whole child’. This is shown, for example, in the development of the outside space and the opportunities created by the new building, which enhance the entire curriculum. Pupils value the well-kept gardens in which they can read and attend the gardening club. The music and art and design spaces are well equipped and used so that pupils’ skills, knowledge and understanding are effectively developed across the curriculum. In this way, pupils are well prepared to benefit from the next stage of their education. Pupils and parents value the wide range of opportunities provided by the school, including lots of clubs. Pupils are enthusiastic about their learning across the curriculum, as I saw in different activities including making clay pots and calculating fractions. They particularly enjoy opportunities provided by extended writing, which they take forward enthusiastically in their homework. Pupils behave well. They are polite and friendly. Relationships across the school are warm, relaxed and respectful. These relationships are modelled by staff at all levels. Parents who responded to Ofsted’s online questionnaire, Parent View, commented on the happy atmosphere of the school, which, as one said, is ‘almost palpable’. Another parental comment, which was typical of those received, stated, ‘Banstead Juniors has taught all of my children to be respectful, kind and, most importantly, to enjoy learning and to try their best at all times.’ At the time of the previous inspection, inspectors recognised the many strengths of the school, including good progress and standards in Year 6. In 2016, Year 6 attainment levels remained above those of pupils nationally in reading, writing and mathematics, although pupils’ progress, from very high starting points, was not as strong. However, the progress information that leaders provided for me during the inspection, and examples of current pupils’ work, presented compelling evidence of good progress from different starting points. Inspectors also identified the need to develop teaching and achievement, particularly in mathematics, and the skills of middle leaders. Leaders have addressed all of these areas effectively. In 2016, the proportion of Year 6 pupils attaining the expected or high standard in mathematics was better than the national average. Work in books shows good progress from starting points in mathematics, and that pupils develop good skills in mathematical reasoning. Leaders at all levels track progress carefully and take swift action to provide additional help when required. The leadership of English and mathematics across the school is particularly strong. These leaders have benefited from effective support from both senior leaders and the local authority. This has enabled them to develop the skill and confidence to support teaching and target appropriate areas for improvement across the school. Leaders look at pupils’ books, observe teaching and regularly analyse progress information so that they understand what is working well and what needs to improve. This information is shared at staff meetings and built into school improvement documents. School leaders and governors are not complacent. You have accurately identified the correct key priorities for further improvement and are taking the right actions to address them. You know that the progress of disadvantaged pupils needs to improve and are putting in a range of effective support to achieve this. The focus on raising attainment in spelling, punctuation and grammar has been effective. This is evident in the emphasis given to it in teaching and in pupils’ writing books. However, you know that these high expectations are not yet evident in work across the wider curriculum. Safeguarding is effective. Pupils’ safety is of paramount importance to everyone at the school. Pupils feel safe. All of the parents who completed Parent View responded that their child feels safe at school. Pupils’ knowledge and understanding of how to keep themselves safe is effectively developed by activities such as the recent e-safety week. Pupils trust adults at the school to act to keep them safe. They are confident that if bullying did occur it ‘would be sorted out immediately’.

Banstead Community Junior School 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
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


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

0300 200 1004

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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