Cherry Garden Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
182
AGES
4 - 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, ONS
01454 868008

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
(04/07/2018)
Full Report - All Reports
57%
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)
Cherry Garden Lane
Bitton
Bristol
BS30 6JH
01454867260

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since you began in post in September 2017, you have taken decisive action to further improve teaching and have quickly gained the respect of parents, staff and pupils. Parents typically comment, ‘the headteacher is an asset to the school’ and ‘the new headteacher goes above and beyond to make everyone feel welcome’. For reasons beyond your control, there has been a high turnover of staff in the last year. This has naturally upset some parents and pupils. You are mindful of the impact of this and you are doing everything you can to minimise the effects on pupils’ learning. For instance, you have taken on some teaching commitments and have ensured that trips and drama productions go ahead as usual. Some pupils affected by the changes comment positively: ‘It has been a difficult year, but we’ve still had fun.’ You have recently appointed an existing member of staff to the role of deputy headteacher. You have also recruited new teachers and subject leaders to provide a more stable staffing structure for next year. However, it will take time for new staff to develop the skills to fulfil their roles effectively. Good teaching ensures that children consistently achieve well at the end of the early years. You have taken highly effective action to improve the teaching of phonics. As a result, 90% of current pupils achieved the expected standards in the Year 1 phonics check. The proportion of pupils achieving expected standards at the end of key stages 1 and 2 has increased over the last three years. Consequently, pupils’ achievement in most subjects is close to, and often considerably better than, that of pupils nationally. Further improvements to teaching for current pupils have resulted in a large majority of pupils achieving the standards expected for their age. However, some pupils, including pupils who have special educational needs (SEN) and/or disabilities, do not make strong enough progress to achieve the expected standards. Changes to governance mean that governors are still developing their roles. They understand some of the priorities for the school and know that they have a duty to safeguard pupils. As a result, they have helped you to undertake a safeguarding audit and carry out learning walks to review pupils’ learning. However, governors have a limited understanding of how to evaluate pupils’ progress or monitor attendance. This hinders them from holding you and other leaders to account. They have recently undertaken a governance review to identify the steps they need to take to improve. Safeguarding is effective. You know your pupils well and pastoral support is strong. You take appropriate action when pupils experience problems and make good use of external agencies when this is necessary. This helps you to make sure that pupils get the specific help they need. You keep detailed records of all referrals and you routinely monitor your actions to check that they are having a positive impact. You make thorough checks to ensure that all adults working in the school are safe to work with children and you record this on the school’s single central record. You provide relevant training for all staff so that they understand the procedures to follow in a range of situations. This ensures that everyone takes responsibility for keeping pupils safe. Teachers across the school develop caring and supportive relationships with pupils. The overwhelming majority of pupils feel safe at school and say that adults look after them well. Most pupils believe that behaviour is generally good and say that when it is not, adults sort out any problems. A few parents are concerned about behaviour management and the impact of some pupils’ poor behaviour on their children. However, inspection activities confirm that you provide high levels of support for the minority of pupils who, for complex reasons, display challenging behaviour. The majority of parents, pupils and staff who shared their views recognise that you do all you can to support pupils who find it hard to manage their behaviour. For instance, a parent stated that ‘challenging behaviour is handled well’. You celebrate and reward pupils for good attendance and do not authorise holidays in term time. Consequently, most pupils attend school regularly. However, despite your efforts, some parents choose to take their children on holiday when they should be at school. This means that some pupils have lower attendance. Most pupils enjoy school and chat excitedly about their learning. The majority of pupils know the school’s expectations of them. As a result, they move sensibly around the school and work purposefully in lessons. During learning activities, pupils are well supported by adults who generally model learning well. This helps pupils to stay focused and interested in their work.

Cherry Garden Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>30, "disagree"=>10, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 06-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>24, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 71 responses up to 06-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>35, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 06-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>30, "disagree"=>8, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 71 responses up to 06-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>28, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>4} UNLOCK Figures based on 71 responses up to 06-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>32, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 71 responses up to 06-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>37, "disagree"=>8, "strongly_disagree"=>7, "dont_know"=>1} UNLOCK Figures based on 71 responses up to 06-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>27, "disagree"=>13, "strongly_disagree"=>8, "dont_know"=>21} UNLOCK Figures based on 71 responses up to 06-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>23, "disagree"=>6, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 06-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>23, "disagree"=>10, "strongly_disagree"=>8, "dont_know"=>3} UNLOCK Figures based on 71 responses up to 06-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>39, "disagree"=>7, "strongly_disagree"=>6, "dont_know"=>1} UNLOCK Figures based on 71 responses up to 06-02-2019
Yes No {"yes"=>87, "no"=>13} UNLOCK Figures based on 71 responses up to 06-02-2019

Responses taken from Ofsted Parent View

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