Carlisle Infant School
Catchment Area, Reviews and Key Information

5 - 7
Community school
Not Rated

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

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
Ofsted Inspection
Full Report - All Reports
Happiness Rating

Ofsted Parent View

Pupil/Teacher ratio
Persistent Absence
Pupils first language
not English
Free school meals
Pupils with SEN support
Broad Lane
TW12 3AJ

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, ably assisted by your deputy, have a clear understanding of the school’s strengths and areas for development. Together with the governors, you have developed a positive and inclusive vision for the school that is supported by all. You have created a caring and nurturing ethos where good behaviour and trying hard are valued. You and your leaders are reflective and your self-evaluation is accurate. Governors and school leaders have well-established and effective plans for further improvements to the school. Pupils are happy at school. They are eager to learn and show enthusiasm when talking about the variety of things they find out about at school. During my discussions with pupils, they spoke about how much they enjoy school trips and the ‘active learning zones’ in the school. As one pupil commented: ‘The school is a fun place because we learn and have fun at the same time.’ This reflects the school’s ethos, ‘Love Learning, Love Life’. School leaders have addressed the areas for development identified in the previous inspection. Effective training has been provided to develop teachers’ questioning skills. In lessons visited, teachers were seen to make good use of open-ended questions to test pupils’ understanding. Governors know the school well. They have devised rigorous systems to check on all aspects of the school’s work and to improve their own effectiveness. They are thus very well informed. They hold leaders to account and ensure that all statutory requirements are in place. Consequently, they are making a strong contribution to driving continuous improvement. The parents who spoke to me and completed Ofsted’s online questionnaire, Parent View, are overwhelmingly positive about the school. Parents have high levels of confidence in the school. They report that the school is a welcoming place and they value the way it is led and managed. In a typical comment, one parent wrote, ‘Carlisle is a wonderfully nurturing, supportive, friendly environment for children beginning their school journey.’ Safeguarding is effective. You have ensured that all safeguarding arrangements are in place and are fit for purpose. You and the school’s governors are clear about your responsibility to ensure that pupils are safe at school. The safeguarding culture at the school is strong. Staff are well trained and they understand their responsibilities regarding the ‘Prevent’ duty. Staff know what to do if there are any concerns about a pupil. Records relating to the safeguarding of pupils are well maintained and show that the school makes timely referrals. Leaders engage well with external agencies to support and safeguard children. Pupils consider the school to be a safe place where adults look after them well. They are confident that if they report a concern about how someone is behaving, staff will deal with the situation swiftly. Behaviour in lessons is very good and pupils behave safely in the playground. Parents agree that their children feel safe and well cared for. Your curriculum provides a range of opportunities for pupils to learn to keep themselves safe. For example, pupils spoke knowledgably about road safety and stranger danger. Inspection findings At the start of the inspection we agreed three key lines of enquiry. My first line of focus was on the impact of school leaders’ actions on improving outcomes for all pupils in writing. This was because in 2017 attainment in writing at the end of key stage 1 was below the national average. Leaders have taken swift action to identify the key areas that needed strengthening. They have responded by reviewing the teaching of handwriting, spelling, grammar and punctuation and developing a more coherent approach across the school. Teachers have received well-considered training and, as a result, they are now more confident and proficient at teaching handwriting, spelling, grammar and punctuation. The quality of writing seen in literacy books was of a good standard for the majority of pupils. Pupils receive opportunities to write at length and they demonstrate stamina for writing. Pupils in Year 2 are learning to maintain style, language and tense throughout longer pieces of work. However, this standard is not transferred across all subject areas because teachers do not insist that pupils continue to write, spell and punctuate to the same standard.

Carlisle Infant School Parent Reviews

98% Parents Recommend This School
Strongly Agree 81% Agree 17% Disagree 1% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>81, "agree"=>17, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 271 responses up to 14-09-2018
Strongly Agree 83% Agree 15% Disagree 1% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>83, "agree"=>15, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 271 responses up to 14-09-2018
Strongly Agree 65% Agree 31% Disagree 3% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>65, "agree"=>31, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 271 responses up to 14-09-2018
Strongly Agree 77% Agree 20% Disagree 2% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>77, "agree"=>20, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 271 responses up to 14-09-2018
Strongly Agree 68% Agree 28% Disagree 2% Strongly Disagree 1% Don't Know 2% {"strongly_agree"=>68, "agree"=>28, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>2} Figures based on 271 responses up to 14-09-2018
Strongly Agree 55% Agree 32% Disagree 7% Strongly Disagree 3% Don't Know 2% {"strongly_agree"=>55, "agree"=>32, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>2} Figures based on 271 responses up to 14-09-2018
Strongly Agree 63% Agree 32% Disagree 4% Strongly Disagree 0% Don't Know 1% {"strongly_agree"=>63, "agree"=>32, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>1} Figures based on 271 responses up to 14-09-2018
Strongly Agree 49% Agree 32% Disagree 3% Strongly Disagree 0% Don't Know 15% {"strongly_agree"=>49, "agree"=>32, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>15} Figures based on 271 responses up to 14-09-2018
Strongly Agree 70% Agree 26% Disagree 3% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>70, "agree"=>26, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 271 responses up to 14-09-2018
Strongly Agree 62% Agree 31% Disagree 4% Strongly Disagree 1% Don't Know 3% {"strongly_agree"=>62, "agree"=>31, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>3} Figures based on 271 responses up to 14-09-2018
Strongly Agree 56% Agree 37% Disagree 4% Strongly Disagree 3% Don't Know 1% {"strongly_agree"=>56, "agree"=>37, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>1} Figures based on 271 responses up to 14-09-2018
Yes 98% No 2% {"yes"=>98, "no"=>2} Figures based on 271 responses up to 14-09-2018

Responses taken from Ofsted Parent View

Your rating:
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