Brightside Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
506
AGES
4 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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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 2021, ONS
0845 603 2200

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 criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

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.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(13/3/19)
Full Report - All Reports
73%
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)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Brightside
Billericay
CM12 0LE
01277655995

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. You and other leaders, ably supported by the governing body, have in the last 18 months improved the quality of education by strengthening the curriculum for a range of subjects. Pupils are better prepared for the next stage in their education by the end of Year 6. Leaders have also worked effectively to strengthen teaching, particularly at key stage 2, so that it is consistently better than it has been in the last few years. Pupils in key stage 1 and children in the early years make good progress and most reach the expected level of development because of the consistently good-quality teaching that they benefit from. Governors have checked carefully on the rate of improvement and held you accountable for the increased progress being made by pupils in key stage 2. Consequently, pupils throughout the school receive a good-quality education. They demonstrate that they are knowledgeable about all aspects of the work of the school and are preparing thoroughly for the expansion of the school from September 2019. Pupils behave very well in classrooms and around the school. Typically, they work hard, cooperate well with each other and really appreciate the opportunities that they are given to take responsibility for aspects of life in school. A range of activities within lessons and outside the classroom, such as the clubs on offer, mean that pupils benefit from an enriched curriculum that adds enjoyment to school life. The vast majority of the parents and pupils who responded to the online questionnaires appreciate the quality of education provided at the school. At the previous inspection it was identified that pupils should make faster progress in mathematics and that the most able could do better. The school has taken effective steps to improve these aspects, but only in the last year has this become evident in the quality of work produced by pupils and the school information about progress. In science, pupils do not have enough opportunities to develop their investigation skills as well as they could. Safeguarding is effective. All the procedures and records for safer recruitment are secure and checked regularly to ensure that they are maintained to a high standard. Staff all receive regular training and leaders and governors are rigorous in ensuring that before adults work in the school they have the necessary understanding of how to keep pupils safe. Currently, the number of staff who have the higher level 3 training for safeguarding is adequate. As the school expands next year, governors and leaders appreciate that more staff will need to be trained to ensure that coverage of this important aspect of safeguarding is secure. Child protection procedures and relationships with outside agencies are secure. Pupils that are potentially vulnerable get good support from staff such as the help they receive from the family worker. One initiative that helps pupils to gain most from their time at school is the Bright Lights club at lunchtime, where pupils who have experienced difficult times in the playground can go for care and support. Bullying is rare, but pupils can discuss how it may be manifested so that they know what to do should it occur. Pupils are also well prepared to keep themselves safe when playing games online or using their mobile phones. For example, they talk confidently about the steps that they would take should someone ask to be their friend when playing a game online. Inspection findings In the past, the proportion of pupils who started key stage 2 with a greater depth of learning in writing and mathematics did not all do as well as they could by the end of Year 6. This was because they appeared to make slower progress than others. Historically there are two reasons for this. The previous Year 6 experienced poor teaching in some years during their time in key stage 2 and the assessment at the end of Year 2 in the past was not as accurate as it should have been. This has now been rectified. Currently more able pupils are producing work of a higher standard across the school because of improvements to teaching and learning. One strategy that is proving effective is the different levels of challenge pupils embark on in mathematics lessons that are developing problem-solving and reasoning skills very well. Another effective strategy is the bespoke approach to writing which is producing very high-quality work by the time pupils are in Year 6. Each class has a relatively small number of disadvantaged pupils. Funding is used effectively to support them to learn, and the work in their books shows that while some find some aspects such as mathematics difficult, they are making good progress to overcome their misconceptions because of the support they receive from teachers and teaching assistants. Last year, the standards gained by pupils in writing and mathematics were broadly acceptable overall by the end of key stage 2, but the progress that they made from their starting points was significantly below average. Leaders have worked very effectively to strengthen the quality of teaching across the school and particularly in key stage 2. Initiatives such as peer mentoring and learning and bespoke programmes of support have ensured that the quality of teaching received by pupils across the school is much more consistently good. Assessment information supported by the work in books shows that this year, progress is much greater. However, the school has not had this improvement ratified by national assessment results. In September 2018, leaders introduced a revised curriculum for subjects other than reading, writing and mathematics across the school. One impressive feature is that all teachers consistently implemented these changes within their own classrooms so that pupils are benefiting from a progressive curriculum where new learning in most subjects is systematically based on prior learning. There is some high-quality work evident in subjects such as history, geography and the arts. For example, pupils demonstrate that as they become older they are proficient at map reading, and they are developing the sophisticated research skills necessary in history and drawing skills in art. In science, pupils do not get sufficient opportunity to develop their investigative skills because they do not carry out enough experiments to enable this. There are some good individual examples of experiments across the school, but these do not enable pupils to build on their knowledge and understanding systematically. Teachers assess pupils’ learning in each subject, but the curriculum plan and work in books show that there are some gaps in time between the teaching of subjects. When these gaps occur, pupils can forget some of what they learned. Leaders have rightly identified that they must take steps to ensure that pupils retain the knowledge, understanding and skills that they have been taught so that they can be built upon when returning to the subject. Next steps for the school Leaders and those responsible for governance should ensure that: there are improvements to the science curriculum so that pupils become more proficient at carrying out investigations by the end of key stage 2 teachers check carefully to ensure that pupils have retained the necessary knowledge and understanding required to embark on new learning.

Brightside Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 79% Agree 18% Disagree 1% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>79, "agree"=>18, "disagree"=>1, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 237 responses up to 25-04-2019
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Figures based on 237 responses up to 25-04-2019

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Figures based on 237 responses up to 25-04-2019

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Figures based on 237 responses up to 25-04-2019

unlock

Figures based on 237 responses up to 25-04-2019

unlock

Figures based on 237 responses up to 25-04-2019

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Figures based on 237 responses up to 25-04-2019

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Figures based on 237 responses up to 25-04-2019

unlock

Figures based on 237 responses up to 25-04-2019

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Figures based on 237 responses up to 25-04-2019

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Figures based on 237 responses up to 25-04-2019

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Figures based on 237 responses up to 25-04-2019

Responses taken from Ofsted Parent View

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