Brundall Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
308
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
0344 800 8020

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
(19/9/17)
Full Report - All Reports
63%
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

Braydeston Avenue
Brundall
Norwich
NR13 5JX
01603712597

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Brundall Primary is a school where pupils are encouraged to be the very best that they can be, academically and as citizens, and to fulfil the school’s motto ‘Be extraordinary’. Pupils achieve well in reading, writing and mathematics and have done so since the previous inspection. Alongside their academic learning, you and your team are determined to ensure that pupils learn how to be responsible young people. For example, you give a high priority in your curriculum to learning about the environment in lessons. Some pupils are part of the school’s eco-council. They looked at how the school could reduce its use of electricity and have had remarkable success, which was shared at an eco-forum for local schools, hosted by your school. Parents value this approach to their child’s education. One parent commented, ‘I am really pleased with the school’s focus on the whole child.’ Since the previous inspection, you, your governors and staff have continued to improve the school. You have addressed the issues from the last inspection. Writing continues to improve. Outdoor learning is now a key feature of the school’s curriculum provision and the school recently achieved the silver award for ‘learning outside the classroom’. Governors are supportive but do not shy away from asking challenging questions of leaders. They look carefully at all aspects of the school’s work and are not complacent about wanting to ensure that the school continues to move forward. Governors discuss pupils’ attainment information in detail, including how well different groups of pupils are doing. However, you have not given them enough information about the progress pupils are making in reading, writing and mathematics alongside this attainment information. As a result, they do not know in enough detail the proportion of pupils who are currently making sufficient progress to reach or exceed the expected standards. Teaching is good because you and your team share a passion for learning. You work together well and you set high expectations for all staff. Teachers establish very positive relationships with pupils and promote positive attitudes in assemblies and in class, such as resilience and perserverance. As a result, pupils are very willing to do their work and to take on new challenges. Teachers and other adults ask questions which extend pupils’ learning and make them think hard. Additional adults make a strong contribution to pupils’ learning. Teachers set tasks in contexts to interest pupils. For example, during the inspection, one class were developing their understanding of powerful verbs and how to use a thesauraus. This was made into a team competition, which motivated pupils well. However, where there are parallel classes this year, there is not enough consistency of approach to teaching the same content so that all pupils benefit from the same highquality teaching in all classes. Children get off to a flying start at school. Provision in the early years is a strength of the school and adults support children in the early years well. Children enjoy playing and learning in the attractive and well-resourced outside areas, as well as, for example, sharing stories with adults and playing in the healthy food cafe indoors. Pupils enjoy school and this is reflected in their good attendance. Pupils talk warmly about the support and help they get from teachers and other adults in the school. They enjoy everything the school has to offer and say that teachers make their learning fun. They like the wide range of clubs that they attend, such as musical theatre and running club, which is so popular it has to run for different groups on alternate weeks. Pupils spoken to agreed that behaviour is good in school and pupils are friendly and welcoming. Parents agree with their children’s views of the school. A large number of parents responded to Ofsted’s online questionnaire and the vast majority were very positive about all aspects of the school’s work. Typical comments received included ‘amazing team’, ‘excellent headteacher’ and ‘staff who care’. Safeguarding is effective. All adults in the school share a strong commitment to keeping pupils safe. Staff responsible for carrying out checks on staff do this in line with statutory requirements and you double-check that everything is in order. Your safeguarding governor also makes regular checks that safeguarding policies and practices are followed. Records of concern completed by staff show that this training is effective and that staff know the signs to look for that indicate a child may be at risk. You follow up any concerns with external agencies when necessary and are tenacious in ensuring that action is taken to meet pupils’ needs. Pupils told me that the school is a safe place, and parents who responded to Ofsted’s online questionnaire agree with this view. Pupils were knowledgeable about what bullying is and said that it is rare at Brundall Primary School.

Brundall Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 76% Agree 20% Disagree 3% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>76, "agree"=>20, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 96 responses up to 21-09-2017
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Figures based on 96 responses up to 21-09-2017

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Figures based on 96 responses up to 21-09-2017

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Figures based on 96 responses up to 21-09-2017

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Figures based on 96 responses up to 21-09-2017

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Figures based on 96 responses up to 21-09-2017

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Figures based on 96 responses up to 21-09-2017

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Figures based on 96 responses up to 21-09-2017

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Figures based on 96 responses up to 21-09-2017

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Figures based on 96 responses up to 21-09-2017

unlock

Figures based on 96 responses up to 21-09-2017

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Figures based on 96 responses up to 21-09-2017

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
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