Carleton Green Community Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
330
AGES
2 - 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
0300 123 6707

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
(24/4/18)
Full Report - All Reports
78%
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

Arundel Drive
Carleton
Poulton-le-Fylde
FY6 7TF
01253891228

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your strong and clear vision for the school ensures that everyone embraces the school’s motto: ‘Fly high. Soar.’ You and your leaders are uncompromising in your ambition to secure the best possible outcomes for pupils. Teachers are reflective; they are keen to review and refine their own teaching. Pupils are happy, they feel cared for by staff and they want to do well at school. Pupils explained to me how every pupil has the opportunity to shine. They appreciate the broad range of activities that staff offer. Pupils value the ‘Carleton Code’ and everything that it stands for. They strive to be a ‘Carleton Child’. Staff and pupils’ ongoing commitment to the positive values of the school’s behaviour code has created a calm, happy and nurturing atmosphere where pupils flourish. Parents and carers also appreciate the wealth of activities that staff provide for pupils. The overwhelming majority of parents consider staff approachable, friendly and helpful. Parents explained to me how they feel confident that staff will respond to any concerns. Pupils, parents and staff alike are proud to be part of the school community. Staff are keen to benefit from training. This training is securing further improvements in the quality of teaching. For example, since the last inspection there have been improvements in the teaching of mathematics. Pupils now have more opportunities to apply their mathematical knowledge and deepen their understanding. This is having a positive effect on their progress in mathematics at key stage 2. However, on occasion, teachers do not use accurate assessment information to plan learning in mathematics that challenges pupils soon enough. Governors have an accurate understanding of the strengths of the school. They are aware of what aspects of the school require further development. For example, they recognise that the rates of attendance for some groups of pupils are below the national average for all pupils. The governing body asks challenging questions of leaders to ensure that they take the necessary action to reduce rates of absence for these groups. You have a sharp and precise view of the school. This allows you to identify and remedy weaknesses swiftly. You embrace the opportunity to make aspects of the school even better. For example, since the previous inspection you have taken effective action to secure the necessary improvements in pupils’ behaviour at key stage 1. You ensure that there are clear systems in place to allow teachers to manage pupils’ behaviour across the school. Teachers have high expectations. They use these systems effectively. Staff feel well supported by leaders in managing pupils’ behaviour. As a result, pupils demonstrate consistently strong attitudes to their learning. They are well mannered, polite and courteous. Pupils, parents and staff agree that the school is a calm, warm and friendly place to be. Leaders provide the small proportion of pupils who struggle to manage their own behaviour with appropriate help and support. As a result, the proportion of pupils excluded for a fixed period is below the national average. By introducing the ‘Carleton Code’, you have provided pupils with more incentives to behave positively. For example, they are keen to show how they can be ‘responsible and reliable’ pupils. They value highly the rewards they receive and the opportunities they get because of their consistent and encouraging good behaviour. Since the last inspection, you have also taken action to reduce the variation in the quality of teaching. You have ensured that the systems to check on teaching are effective. This means that staff apply leaders’ policies consistently. As a result, there are fewer disparities in the quality of teaching across the school. Systems to monitor the quality of teaching also ensure that you have an accurate view. You and your leaders are acutely aware of what aspects of teaching require further development. For example, you have taken steps to improve further the accuracy of assessment information. This allows teachers to identify the next steps in pupils’ learning. As a result, teachers provide pupils with the help they need. Safeguarding is effective. Leaders and governors have ensured that all safeguarding arrangements are fit for purpose. Pupils feel safe in the school. They explained to me how there is an adult that they can go to if they have any worries or concerns. Pupils learn how to keep themselves safe, including online. Incidents of bullying are rare. Pupils are confident that staff will deal with any rare occurrences of bullying effectively. They demonstrate tolerance and respect for individuals from religions and families that are different from their own.

Carleton Green Community Primary School Parent Reviews



Average Parent Rating

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“Good School”

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"> Great school with friendly teachers. Only problem I have is lack of communication on events, trips etc.
unlock % Parents Recommend This School
Strongly Agree 70% Agree 18% Disagree 7% Strongly Disagree 3% Don't Know 2% {"strongly_agree"=>70, "agree"=>18, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>2} Figures based on 104 responses up to 04-05-2018
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Figures based on 104 responses up to 04-05-2018

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Figures based on 104 responses up to 04-05-2018

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Figures based on 104 responses up to 04-05-2018

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Figures based on 104 responses up to 04-05-2018

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Figures based on 104 responses up to 04-05-2018

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Figures based on 104 responses up to 04-05-2018

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Figures based on 104 responses up to 04-05-2018

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Figures based on 104 responses up to 04-05-2018

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Figures based on 104 responses up to 04-05-2018

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Figures based on 104 responses up to 04-05-2018

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Figures based on 104 responses up to 04-05-2018

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • 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.
Read the full review guidelines and where to find help if you have serious concerns about a school.
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