Chapel End Primary School
Catchment Area, Reviews and Key Information

School Guide Rating

This school has 1 parent review

Carr Mill Road
3 - 11
Community school
4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide strong leadership and have a crystal-clear vision for pupils to become confident and successful learners. The school’s motto, ‘I do my best’, underpins all that you do. You have a clear understanding of the school’s strengths and weaknesses. Staff and pupils share your high expectations. You have developed a strong sense of teamwork for the common good. Staff support each other and share best practice to improve teaching and learning. Pupils are challenged and supported to make good progress from their starting points. They are well prepared for the next stage of their education. The school is a warm and friendly place. Pupils love learning here. I saw lots of lovely displays of artwork and extended writing. Pupils are polite, welcoming and respectful. They behave very well and work hard in lessons. One pupil commented, ‘Everybody is kind and friendly and teachers help us to learn.’ Pupils take pride in their work and many pupils were keen to discuss their work with me. They participate in a wide range of extra-curricular activities such as art, choir, sport and residential trips. The pupils I spoke with have high aspirations and are keen to go to university. All the parents I spoke to, and the majority of those who responded to Parent View, Ofsted’s online questionnaire, were positive about the school. One parent commented, ‘Staff are approachable and the school has a family feel.’ You have addressed the areas for improvement successfully which were identified at the last inspection. You have provided training and guidance for middle leaders. As a result, they have become more involved in monitoring and evaluating the quality of teaching across the school. Middle leaders ensure that assessment is accurate by regular sampling of pupils’ work. Teachers track pupils’ progress and use assessment information to plan interesting and challenging lessons. Governors are committed to ongoing improvement and provide support and challenge for leaders. They visit the school regularly to observe teaching alongside leaders and discuss pupils’ progress. Governors know the school’s strengths and areas for development. One governor commented, ‘The school is a happy community and the children and staff work well together.’ Governors are making themselves increasingly available to parents, for example by attending school concerts and rewards assemblies. Children in the early years make good progress. The proportion achieving a good level of development has been above the national average for the last three years. Disadvantaged children are making faster progress than in 2016, and as a result, more are reaching a good level of development. In 2016, the proportion of pupils achieving the Year 1 phonics screening check was above average. The proportion of pupils who met the expected standard in reading, writing and mathematics at the end of Year 2 was also above average. You recognise that the number of middle-ability pupils reaching the higher standards at key stage 1 in 2016 should have been higher in reading, writing and mathematics. You have introduced a number of initiatives to address this and outcomes for this group are now improving. In 2016, at the end of key stage 2, all pupils made at least expected progress in reading. Progress in writing and mathematics was significantly above the national average. Over time, progress in reading at key stage 2 has not been as rapid as progress in writing and mathematics. You have taken steps to rectify this and there is already evidence of improvement. You acknowledge the need to improve the attendance of disadvantaged pupils. Safeguarding is effective. Leaders have ensured that safeguarding arrangements are fit for purpose. Records are detailed and of high quality. Induction procedures reflect the high priority given to keeping children safe. Staff are appropriately trained and have a clear understanding of what to do if they have concerns about the safety of any pupil. Staff receive regular updates throughout the year. A designated governor is responsible for health and safety and reports regularly to all governors about any issues that require attention. Pupils say that they feel safe and well looked after in school. They report that bullying is rare and that staff act quickly to resolve any issues. Pupils have a good understanding of how to keep themselves safe when using the internet. The overwhelming majority of parents who completed Ofsted’s online questionnaire, Parent View, were very positive about the school’s work to keep their children safe.

Chapel End Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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heatmap example
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

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.

Chapel End Primary School Reviews

Average Rating:


“Poor school”
"> Would never ever recommend this school to anyone. If your child does not fit what Chapel End see as what "the perfect child academically" should be, then they have no time to nurture, care or help to support your child and your child will feel every pressure, from missing playtimes to telling children they need to be as fast as everyone else etc etc. My child's self esteem has been damaged along side his already heightened levels of anxiety. Very poor school
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