Blackfield Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Hampton Lane
Blackfield
Southampton
SO45 1XA
02380893132
Pupils
479
Ages
4 - 11
Gender
Mixed
Type
Academy converter
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(13/9/17)
Full Report - All Reports
58%
NATIONAL AVG. 65%
% 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 created a culture where all pupils are valued and cared for well. The school’s ‘INSPIRE’ values – innovation, nurture, success, passion, integrity, responsibility and excellence – are embedded effectively into the engaging curriculum. In addition, the learning values complement these well and give pupils the strategies they need to be effective learners. You have strengthened teaching by providing high-quality support for staff. Your innovative use of technology has led to significant improvements in teaching. For example, the videoing of lessons has enabled teachers to identify their strengths and the areas to improve. Staff value the useful training they have received, which they believe has improved how they teach reading, in particular. As a result, pupils across the school are making good progress. The curriculum is a strength of the school and provides an exciting range of opportunities. Pupils are highly motivated by the engaging themes and are keen to learn. Their attitudes to learning are positive and behaviour is good. When your predecessor school was inspected in October 2013, inspectors recognised its many strengths. Inspectors also identified a need for teachers to improve and increase the opportunities for pupils to engage in reading across the curriculum. Another recommendation was to ensure that pupils are actively and independently involved in their own learning. Leaders have addressed these areas effectively so that: pupils now have many opportunities to develop their reading by using a wide range of high-quality texts across the curriculum pupils are now more actively engaged in lessons and have developed greater independence as learners. You and the school’s academy councillors have an ambitious vision for all pupils to achieve equally well, regardless of their prior attainment. Your systematic and analytical approach to identifying the school’s development priorities has ensured that new strategies have been implemented effectively. The majority of pupils now make at least the rate of progress that the school expects. The proportion of pupils across the school attaining the expected standard in reading is increasing, as is the proportion reaching the higher standards. Teaching has improved, particularly in reading and mathematics. Teachers create practical opportunities for pupils to deepen their learning by applying their skills in different contexts. You have correctly identified writing as an area to improve further, particularly for disadvantaged pupils and those who have special educational needs and/or disabilities. The support the school gives these pupils needs to focus on their basic skills, such as spelling, to help them to catch up. You also identified the need to improve the attendance of disadvantaged pupils, many of whom were persistently absent from school. Persistent absence of those pupils entitled to free school meals has been high. Your effective action has ensured that the attendance of this group of pupils has improved. Safeguarding is effective. Safeguarding arrangements are highly effective. Leaders keep detailed records and carefully track every concern raised by staff and all involvement with outside agencies. Pupils feel safe and happy in school. Parents are satisfied with how the school cares for their children. The school’s curriculum ensures that pupils learn how to keep themselves safe. Pupils know how to use the internet safely and have also learned about road safety. They behave sensibly in lessons and around the school. The good supervision by adults ensures that pupils are safe when playing outside at breaktimes. Effective training ensures that staff are knowledgeable about all aspects of safeguarding, including the dangers of radicalisation and extremism. Leaders make sure that safeguarding is always on the agenda and monitor safeguarding arrangements robustly. They take swift action to follow up on concerns raised by staff so that pupils are kept safe. The school works effectively with external agencies when necessary.

Blackfield Primary 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
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

01962 847456

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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