Chelsfield Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
96
AGES
4 - 11
GENDER
Mixed
TYPE
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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
020 8464 3333

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
(19/03/2019)
Full Report - All Reports
60%
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)
Warren Road
Chelsfield
Orpington
BR6 6EP
01689825827

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You maintain a strong ethos at the school, central to which is a ‘can-do’ attitude. Leaders make the most of the opportunities provided by the school’s small size, while compensating for the challenges that this can bring. Pupils know each other very well and told me that they get on with everyone. Adults also know pupils well, enabling the needs of all pupils to be met. Pupils behave well and appreciate the school’s rewards and sanctions system, saying that teachers are fair when dealing with them. Leaders identify and act upon aspects of the school’s work that need further improvement. For example, the recent emphasis on reading has produced excellent outcomes at key stage 2, and the school is working to address the relatively weaker outcomes at key stage 2 in writing. Leaders understand the benefits and drawbacks of mixed-year groups, and the challenge for new teachers of providing for the diverse academic needs of pupils with a wide age range. Leaders ensure that all staff are inducted quickly into school procedures and have the support of both the school and trust. Pupils told me that they like the challenges posed to them when working with older pupils. Pupils in some year groups have made stronger progress as pupils aspire to emulate their older peers. Language and communication are central to the school’s work. Leaders have identified pupils in Years 1 and 2 as being in need of support with language development, and separate teaching groups are used to provide this. The school’s broader emphasis on the importance of communication was exemplified in the endof-day assembly, when all pupils and children met together to sing songs and communicate in French and through sign language. Pupils make strong progress in mathematics as a result of effective teaching. Pupils are encouraged to analyse questions carefully and to use mental mathematics to complete calculations. This has helped pupils develop the skills to be independent, especially when they are stuck on a question. Only when they have exhausted their problem-solving skills do they ask for help. Governors challenge the school well. They have the skills to ensure that leaders are supported in the work that they do. Recently, the school roll has fallen. Governors have both challenged and supported the school to ensure its long-term stability. Leaders expect pupils to leave the school as confident learners who have gained the necessary skills to manage their own learning. They are well prepared for the next stage in their education. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Leaders are relentless in their work to protect pupils at the school. Senior leaders and governors regularly check that safeguarding procedures are in place and that the highest standards are upheld. Staff responsible for the management of safeguarding records receive regular and relevant training. Recruitment checks are thorough and ensure the suitability of staff to work with pupils at the school. Pupils told me that they feel protected at school and that they are kept safe by their teachers and school leaders. They have regular fire drills and know the lock-down procedures. They told me that in lessons they are well informed on how to stay safe online. They understand what information is appropriate to share online and what applications they are allowed to use. They also told me that their ‘bubbletime’ box system, where they can share their worries, works well, and that their concerns are listened to. Inspection findings At the beginning of the inspection, we agreed to follow three lines of enquiry. The first was based on pupils’ progress in writing in key stage 2, particularly that of middle-prior-attainers. This was chosen because recent outcomes for this group were below those of their peers. Leaders have sought to strengthen the progress of pupils in this group through the introduction of a new writing scheme and the associated training of adults. Rich texts and a challenging writing curriculum are now embedded across the school. Leaders’ high expectations for this group are shown by the aspirational targets they have set for them. Strengths in the teaching of writing include excellent subject knowledge, high expectations and effective sharing of good practice. For example, the teaching emphasised the need for strong introductions to pupils’ writing. Pupils were encouraged to plan dramatic openings, setting the scene for their pieces, or to begin their writing with dialogue to grip the reader. The school’s actions have had a positive impact on pupils’ writing skills. Pupils are confident to work independently and require little input when producing highquality work. They continually seek to improve their writing. Accurate self-editing was seen in books, making good use of a thesaurus, dictionary or vocabulary list to find suitable synonyms to improve their work. They draw from an extensive ‘toolkit’ of writing techniques that they have learned to improve their writing. For example, pupils told me that they regularly use alliteration to provide greater emphasis in their writing. Work in books and lessons shows that all pupils are now making stronger progress in writing, but this remains less so for middleprior-attainers than others. The second line of enquiry was to explore children’s outcomes in early years. This was chosen because, recently, the proportion of children achieving a good level of development in their communication, language and literacy has fallen to below average. The school reacted to the fall in outcomes by engaging support for the early years team from the trust. Staff have been working to provide rich opportunities for reading and writing. Effective teaching of phonics supports children’s reading and writing. For example, in a science lesson about the lifecycle of a frog, children persevered to read scientific vocabulary before using the words in their writing. In lessons, children were helped to begin their writing by sharing the common words they were likely to need. To extend their writing, a well-used blackboard in the playground entitled ‘tricky words’ was used by children to try out words that they found difficult. A higher proportion of children are now on track to meet the early learning goals. The final line of enquiry focused on the quality of pupils’ reading. This was chosen because their progress in reading has been consistently strong across the school. The pupils who read to me showed strong command of vocabulary. They could explain the context of words and offer an accurate explanation of their meaning and alternatives. Pupils read with confidence and enjoy the books on offer at the school. They told me that they learn to read early in their school career, and to a high standard, because of high-quality teaching that concentrates on their phonics, spelling, punctuation and grammar. Pupils spoke enthusiastically about the reading techniques that they use to understand the meaning of unfamiliar texts. They also told me that they use their reading records to help them review their reading and they like to share these with their parents.

Chelsfield Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>21, "disagree"=>9, "strongly_disagree"=>19, "dont_know"=>4} UNLOCK Figures based on 47 responses up to 19-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>15, "disagree"=>13, "strongly_disagree"=>19, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 19-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>28, "disagree"=>9, "strongly_disagree"=>19, "dont_know"=>4} UNLOCK Figures based on 47 responses up to 19-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>21, "disagree"=>11, "strongly_disagree"=>21, "dont_know"=>2} UNLOCK Figures based on 47 responses up to 19-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>36, "disagree"=>6, "strongly_disagree"=>17, "dont_know"=>4} UNLOCK Figures based on 47 responses up to 19-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>32, "disagree"=>13, "strongly_disagree"=>17, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 19-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>26, "disagree"=>11, "strongly_disagree"=>21, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 19-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>21, "disagree"=>19, "strongly_disagree"=>23, "dont_know"=>2} UNLOCK Figures based on 47 responses up to 19-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>23, "disagree"=>11, "strongly_disagree"=>23, "dont_know"=>9} UNLOCK Figures based on 47 responses up to 19-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>17, "disagree"=>15, "strongly_disagree"=>26, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 19-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>28, "disagree"=>13, "strongly_disagree"=>21, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 19-03-2019
Yes No {"yes"=>62, "no"=>38} UNLOCK Figures based on 47 responses up to 19-03-2019

Responses taken from Ofsted Parent View

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