Burnside Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
421
AGES
3 - 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, ONS
01670 624889

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(14/02/2023)
Full Report - All Reports
72%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Northumbrian Road
Cramlington
NE23 1XZ
01670736052

School Description

Since the last inspection, you have provided exceptional leadership, which has driven the development of the school and improved outcomes for pupils. Along with other school leaders and governors, you have accurately identified the school’s strengths and priorities for improvement. The school’s self-evaluation and development plans map out the next steps to drive improvement. The leadership team has maintained the good quality of education in the school since the last inspection. You and your staff have created a vibrant learning environment where displays of high-quality work celebrate pupils’ work across the curriculum. Along with your leaders and governors, you are ambitious to help all pupils to achieve the best outcomes. During the inspection, pupils’ behaviour and attitude to learning were exemplary. At playtime they engaged in a range of activities, which encourage pupils to be active, friendly and to socialise well. In the classrooms, which we visited together, pupils worked hard and with persistence when they were grappling with challenging work. The online parent questionnaire, Parent View, shows high levels of parental satisfaction with the school. Leaders and staff have successfully tackled the two areas identified for improvement at the previous inspection. Firstly, you have worked hard to improve the quality of teaching and to raise achievement. Peer coaching approaches have enabled your teachers to work in small groups to share good practice. You and your leaders check carefully that teaching has a positive impact on pupils’ outcomes. As a result, pupils’ outcomes are very strong across the school. However, you recognise that there is still more to do to improve pupils’ progress in mathematics to bring it up to the higher progress levels found for reading and writing. The second area to address, which included both refining your approach to checking the progress of pupils and engaging more effectively with parents, has also been tackled. Your comprehensive termly reports provide useful evaluations of the quality of teaching and pupils’ progress. These reports include detailed analyses of individual pupils’ progress, as well as reviews of the performance of key groups, such as boys and girls, disadvantaged pupils and pupils who have special educational needs and/or disabilities. With respect to parental engagement, you have helped inform parents about your approaches to teaching in English and mathematics as well as the arrangements for national assessments. This is helping parents to support their children with their learning. Safeguarding is effective. Leaders and governors have ensured that current safeguarding arrangements are fit for purpose and records are of a high quality. You, your staff and governors give the highest priority to keeping pupils safe. Leaders carry out appropriate checks for all staff, governors and volunteers. Staff understand the safeguarding procedures and their own responsibilities. Leaders manage referrals to other agencies effectively. Your recently updated safeguarding policy, which is about to be ratified by governors, meets current requirements. Staff and governors receive regular and appropriate training so they know how to keep pupils safe, including training about how to protect pupils from radicalisation and extremism. The headteacher and governors have a good understanding of how this training applies to the community the school serves. Leaders follow the safeguarding guidance for policy and practice provided by the local authority diligently. Staff provide pupils with teaching and guidance about how to keep themselves safe, including when they are online. Pupils have a good understanding of the different forms that bullying can take and know that staff will help them if they ever have concerns. Pupils also value the playground buddies who they know will provide them with peer support. Pupils say incidents of bullying are rare in their school. The school’s records show that staff quickly address the few incidents of bullying. Inspection findings In 2016, pupils’ progress in mathematics was broadly in line with that found nationally. As a result, by the end of Year 6 the proportion of pupils attaining the expected level in mathematics was above that found nationally and the proportion working at the higher standard matched the national average. You, your leaders and governors are determined to improve pupils’ progress in mathematics to the higher levels of progress, which your pupils achieve in reading and writing. You have created a specific plan to address this area for improvement. However, the plan would benefit from clearer measures of success related to pupils’ outcomes, as well as sharper timescales and monitoring arrangements.

Burnside Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>22, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 83 responses up to 16-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>28, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 83 responses up to 16-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>40, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 83 responses up to 16-02-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>78, "strongly_agree"=>4, "agree"=>4, "disagree"=>6, "strongly_disagree"=>4, "dont_know"=>5} UNLOCK Figures based on 83 responses up to 16-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>47, "disagree"=>22, "strongly_disagree"=>4, "dont_know"=>2} UNLOCK Figures based on 83 responses up to 16-02-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>33, "strongly_agree"=>29, "agree"=>29, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 83 responses up to 16-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>10, "disagree"=>30, "strongly_disagree"=>10, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 16-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>41, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 83 responses up to 16-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>33, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 83 responses up to 16-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>52, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 83 responses up to 16-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>41, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 83 responses up to 16-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>36, "disagree"=>14, "strongly_disagree"=>4, "dont_know"=>7} UNLOCK Figures based on 83 responses up to 16-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>45, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 83 responses up to 16-02-2023
Yes No {"yes"=>90, "no"=>10} UNLOCK Figures based on 83 responses up to 16-02-2023

Responses taken from Ofsted Parent View

Your rating:
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