Beech Street Community Primary School
Catchment Area, Reviews and Key Information

3 - 11
Community school

How Does The School Perform?

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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Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)
Beech Street
M30 8GB

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Under your leadership the school has gone from strength to strength. Through your passion, and that of the deputy headteacher, you have created an environment in which pupils feel safe and thrive, both academically and in their personal development. Your commitment to pupils and their families shines through and, along with all your staff, you have created a culture of care and nurture for the whole school community. Most parents who spoke to me or responded to Parent View, Ofsted’s online questionnaire, are very positive about the school and would recommend it to others. A number of parents particularly appreciate that you and your staff make time to listen to their child and say that their child ‘loves school’. It is clear from my short time with you that this is a caring and happy school. The very large majority of staff who responded to Ofsted’s online questionnaire are proud to be part of Beech Street. They say that the school is well led and they feel well supported. Staff share your vision and aspirations and there is a strong sense of them working together to drive the school’s continued improvement. Your school welcomes a high number of pupils who are placed with you as part of the local authority’s ‘fair access’ protocol. Some also join you as international new arrivals. Although some settle near to the school, a number move on to other areas of the country; consequently a very high number of pupils move in and out of school. These pupils, many of whom have vulnerabilities, have a significant impact on the school’s outcomes. Nevertheless, you meet pupils’ needs extremely well by overcoming barriers to learning and ensuring that pupils feel safe and secure. As a result, the vast majority of pupils make good progress from their starting points. In 2016, the proportion of children reaching a good level of development at the end of Reception and the percentage of Year 1 pupils who met the expected standard in the national phonics screening check were comparable to national averages. At the end of key stage 1, an above-average proportion of pupils reached the expected standard in reading, writing and mathematics. However, in these subjects, the proportion of pupils achieving greater depth was just below that of pupils of a similar age nationally. You have analysed pupils’ performance thoroughly and have put actions in place to ensure that more pupils are on track to achieve at greater depth in 2017. At the end of key stage 2 in 2016, pupils achieved above those of a similar age at the expected standard in writing and comparably in mathematics. However, you are well aware that pupils, including those that are disadvantaged, achieved less well in reading. Also the proportion of pupils achieving higher standards in reading, writing, mathematics and grammar, punctuation and spelling were below national averages. You are very aware that these proportions need to improve. The actions you have put in place are already leading to improvement in these areas and more pupils are now on track to achieve at expected standards and also at higher standards. Attendance is a high priority for the school and is slowly improving, but is still below the national average. You have effective systems for monitoring attendance and you use them well to make inroads into your high number of persistent absentees. You have taken positive action to improve attendance and reduce the number of pupils who are regularly absent. The work of your full-time children and families officer and the emphasis you and your staff place on the importance of attending school is beginning to have a beneficial impact, with some notable successes. Where families are struggling, you are very supportive and exercise appropriate sensitivity on an individual family basis. Despite this work, I agree with you that there are still too many pupils who are late for school and this needs to be addressed. At the previous inspection, inspectors identified a need to improve the quality of teaching, particularly of writing, by sharing best practice within school more widely. You were asked to improve leadership and management by requiring leaders to check teaching more regularly, to ensure its impact on pupils’ progress and attainment. Inspectors also asked leaders to sharpen their focus in school development planning so that evaluations more accurately reflected the impact of actions and pupils’ outcomes. Finally, leaders were asked to provide governors with regular information on the progress of pupils and for governors to develop their skills and knowledge to enable them to ask the right questions and hold school leaders to account.

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2020, ONS
0161 909 6508

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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