Brampton Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Brampton Road
East Ham
London
E6 3LB
02084720830
Pupils
914
Ages
3 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(7/11/11)
Full Report - All Reports
76%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

Brampton Primary is a much larger than average primary school. The number of pupils known to be eligible for free school meals is much higher than average. Most pupils are from a range of different ethnic groups. Most speak English as an additional language. A small minority of pupils arrive during the school year. There are average numbers of pupils with special educational needs and/or disabilities. At the time of the inspection, major building work was taking place on the school site. The school has Quality in Extended Services, International School and Leading Parent Partnership awards Inspection report: Brampton Primary School, 7–8 November 2011 4 of 14 Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate Please tur n to the glossary for a description of the grades and inspection terms Inspection judgements Overall effectiveness: how good is the school? 1 The school’s capacity for sustained improvement 1 Main findings This is an outstanding school. Pupils are friendly, behave exceptionally well and play a very active part in their development into confident and caring young people. They have excellent attitudes towards learning. The dedication and commitment of the whole staff team to the pupils and the wider community is exemplary. The innovative shared leadership throughout the school is highly effective and means that all staff are fully involved in evaluating pupils’ progress and their own teaching. Self-evaluation is firmly embedded at all levels, from pupils to senior management and the governing body, resulting in clear analysis of what needs to be done to secure future development. As a result, the school has excellent capacity for further improvement. Learning and progress are good. Children start in the Nursery and Reception classes with skills that are generally much lower than typical for their age and make outstanding progress across the Early Years Foundation Stage. They make good progress across Key Stages 1 and 2 to reach average levels of attainment; this represents good achievement overall. All groups of pupils, including those with special educational needs and/or disabilities, those known to be eligible for free school meals and those for whom English is an additional language, make good progress. Pupils feel very safe despite the constraints of the current building works and school site, and all adults are extremely well trained in all aspects of safeguarding pupils and keeping them safe. Pupils’ excellent behaviour when playing together is additionally facilitated by peer mediators and play leaders. The outstanding contribution of these well-trained and responsible pupils, together with that of the literacy council in planning the community library and the eco council in promoting sustainability, are examples of the many ways in which pupils contribute to the school and the local community. Pupils’ spiritual, moral, social and cultural development is outstanding; they come together for a wide variety of shared celebrations embracing the diversity of the locality and involving local residents. This builds exemplary community cohesion on local and international levels. Teaching is good overall, with some outstanding practice. ‘Talk partners’ (a technique which enables pupils to discuss questions with someone else in the class) are well used throughout the school to give many opportunities to promote pupils’ language development for speaking and listening, and leading into writing activities.

Brampton 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

020 8430 2000

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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