Caversham Park Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
195
AGES
5 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
unlock
UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(21/11/17)
Full Report - All Reports
50%
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)
Queensway
Caversham Park Village
Reading
RG4 6RP
01189375433

School Description

You and your staff know pupils and their families well. I met several parents during my visit and they all expressed great pleasure in the way the school is led and managed. They were particularly pleased with the school’s welcoming atmosphere and the support their children received that enabled them to settle in quickly and learn well. You and your senior leaders show a relentless drive to keep the school moving forward. Staff morale is high and you have created a strong team spirit among them. All staff are keen and determined to do well by pupils. Governors are passionate about the school. They are committed to ensuring it continues to perform well. They have evaluated their own effectiveness and made changes to the way the governing body operates, making it more efficient and effective. They have an accurate knowledge of the school and clearly understand their roles. Governors often visit the school to understand how it works and to provide strong support, while acting as a critical friend to you. You are maintaining a good quality of education in the school. Senior leaders’ focus on continually improving teaching has been successful. Your leadership team collects a wide range of evidence to check on how well teachers and classroom support staff are performing. This evidence allows you to identify the areas that need to be strengthened and you provide effective support for staff to do so. Your subject leaders coach their colleagues well in the expected teaching methods to promote pupils’ good learning, especially in English and mathematics. Consequently, teaching across the school is consistently effective and pupils make strong progress. Teachers have developed good conditions for learning in their classrooms. They provide effective feedback to pupils about their work, which helps them to make strong progress. Classroom support staff are a valuable asset in helping pupils to learn. They are well trained and liaise closely with teachers to understand their role. Several classroom support staff are skilled in providing emotional and social support to vulnerable pupils and their families. I was delighted to meet and talk to your pupils. They like coming to school and respect their teachers. They talked confidently about their work and the enjoyment they get at school. I saw that pupils behaved well and showed a love of learning. They settled to work quickly and listened well to their teachers. Particularly noticeable was how well they collaborated with each other when discussing ideas. After the previous inspection, you immediately set about tackling the areas for improvement identified in the report. It was recommended that school leaders helped key stage 1 pupils to improve their basic number skills in mathematics and ensured that teachers provided them with appropriately challenging work. You have achieved this through well-focused training and coaching for teachers and a successful strategy to improve pupils’ skills in mental mathematics. In 2017, pupils reaching the end of key stage 1 performed better than others nationally in reading, writing and mathematics. You are quite rightly proud of the impact of phonics teaching on developing pupils’ reading skills. Year 1 pupils have performed above the expected standard in the phonics screening check for the last few years. You are sharing your expertise with other local schools. You recognise that the rate of progress made by key stage 2 pupils in writing is slower than in reading and mathematics. In addition, you have identified that the most able pupils are not stretched sufficiently, as the proportion of pupils attaining greater depth in writing and mathematics in 2016 was not good enough. You and other senior leaders have taken effective steps to ensure that key stage 2 pupils’ progress in writing improves. By working with the local authority and other local schools, you have helped teachers to understand the standards pupils have to reach, including those that demonstrate learning at greater depth. As a result, by the end of key stage 2 in 2017, pupils’ attainment in writing improved and was above the national average. More of the most able pupils in Year 2 than nationally attained greater depth in writing and mathematics. However, you are not complacent. You have identified that teachers should continue to provide a greater level of challenge. You also recognise that pupils should be required to explain their ideas more often in mathematics.

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 2020, 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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

Caversham Park Primary School Reviews


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