Bond Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
454
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(13/2/19)
Full Report - All Reports
72%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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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)
Bond Road
Mitcham
CR4 3HG
02086488757

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment as interim headteacher, you have provided a steady hand to ensure that actions planned for improvement are continued and followed through. You have earned the support of an able leadership team whose members know the school’s areas of strengths and weaknesses. Together you have secured improvements that enable standards to rise steadily and consistently. Through the support of the local authority, leaders have established strong links with other schools in the area. Such links have provided subject leaders with many opportunities to observe and learn from good practice. As a result, the actions they have drawn up for improvement in their respective areas of responsibility are effective. The school is a happy and friendly place. Adults create positive learning environments where pupils work well together. Pupils are enthusiastic about their learning. They behave well, in and out of lessons. They are polite and show respect for adults and each other. The pupils that I met told me that they feel safe in school and well cared for. They were confident that their teachers would help them if they had a problem. They understand about being a good citizen and spoke to me about making good choices, following rules and being kind. Leaders provide opportunities for them to develop their sense of citizenship. The library area, for example, is full of messages and reading materials that encourage and celebrate women’s empowerment. During the previous inspection, you were asked to sustain improvements in achievement in key stage 1, so that standards rise further. You have put in place effective actions to address this. School leaders have strengthened the teaching of phonics and reading. As a result, the proportion of pupils passing the phonics screening check has been above the national average for the last three years. There are also more pupils making strong progress in reading and mathematics by the end of key stage 1 than in previous years. You have a team of very committed governors with a range of expertise and skills. They know the school very well and offer a healthy balance of challenge and support to you and your team. They are knowledgeable about the actions school leaders have taken to drive improvement. They plan and implement effective ways to monitor the impact of such actions on pupils’ outcomes. Safeguarding is effective. The leadership team has ensured that safeguarding procedures are robust and fit for purpose. Records relating to safeguarding are of high quality and sufficiently detailed, including details of pre-employment checks made on staff. The leadership team regularly seeks the opinion and advice of external agencies to check on the effectiveness of the school’s safeguarding arrangements. Staff are well trained and vigilant and they raise any concerns promptly. Senior leaders work together effectively to ensure that timely and appropriate actions are taken to reduce risks to pupils’ welfare. This includes seeking advice and support from external agencies when required. Pupils feel safe in school and know how to keep themselves safe in different situations. The curriculum offers numerous opportunities for pupils to learn how to keep safe. As a result, pupils have acquired a strong understanding of keeping themselves safe at home, at school, or when online. Governors take their safeguarding responsibilities seriously. They regularly undertake checks to ensure that pupils are kept safe and feel safe in school. Governors also attend training regularly to make sure that they understand the latest statutory guidance. Inspection findings During our initial discussions, we agreed to look at mathematics as a key line of enquiry. This was because in the past three years, pupils at the end of key stage 2 made progress that was significantly above the national average. We wanted to know what accounted for such strong progress in this subject. Leaders have invested heavily to provide pupils with high-quality learning experiences in mathematics. They have ensured that staff are well trained in the delivery of the mathematics curriculum. Across the school, pupils receive plenty of opportunities to practise and consolidate their mathematical skills. Adults ensure that pupils achieve mastery in a specific area of mathematics before moving them on to the next topic.

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
020 8274 4901

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.

Bond Primary School Reviews


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