Colham Manor Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
653
AGES
3 - 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 2021, ONS
(01895) 556644

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
NATIONAL AVG. 2.08
Ofsted Inspection
(11/6/19)
Full Report - All Reports
72%
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)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Violet Avenue
Hillingdon
Uxbridge
UB8 3PT
01895442879

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have a strong vision for the school and improving the life chances for the pupils is central to the school ethos. Leaders, including governors, are aware of the strengths and challenges for the school including the need to improve outcomes for the most able at key stage 2. In addition, recently, outcomes in key stage 1 have not compared well to similar schools nationally. The governing body challenges leaders well. It also ensures that governors have the skills to support leaders in managing the school. Governors regularly conduct themed classroom visits, based on the school’s development plan. Recently they looked at how well pupils had reacted to your emphasis on growth mindsets. Through classroom visits and talking to pupils, they found that the majority of pupils have gained resilience and have better strategies for approaching new challenges. Leaders regularly examine the work in pupils’ books. ‘Manager day’ is timetabled fortnightly, a time where middle leaders monitor the quality of teaching and learning within their subjects and phases. Through this process leaders have identified clear areas for improvement. The emphasis on reading and writing in key stage 2 has had a positive effect on pupils’ progress in their communication skills. Through appropriate challenge and support, leaders encourage all stakeholders to improve outcomes. In pupils’ books, handwriting improved because of teachers’ high expectations. Pupils strive to gain their pen licences, where they move from writing with a pencil to a pen. Internal pupil information indicates that current Year 2 pupils’ attainment in reading and writing has improved and is now in line with their peers nationally. Pupils, when discussing their work, demonstrated the skills necessary to infer meaning. They used context and word derivation to work out the meanings of new words. For instance, pupils used their knowledge of ‘duel’ to appreciate that ‘duet’ and ‘duo’ refer to the number two. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Leaders have created a culture of safeguarding at the school and are tenacious in ensuring the safety of pupils. Leaders, including governors, understand the context of the school and the safeguarding needs of the local community. Safeguarding documents are well managed, and senior leaders and governors check records frequently. Pupils are kept safe. They told me that they are taught how to stay safe online, and that they feel safe around the school and on school trips. When they have an issue, they know who to talk to. They also told me that they have learned to respect other cultures. Inspection findings At our initial meeting we agreed on two lines of enquiry. The first was based on the school curriculum. This was chosen because leaders have placed a significant emphasis on improving the ‘daily diet’ for pupils across the school. Leaders understand that only a continually evolving school curriculum can prepare pupils for the next stage in their education. Recently, this emphasis on improving pupils’ skills and knowledge has seen improvements in the wider curriculum. The development of teamwork and resilience through an emphasis on a growth mindset is evident across the school. For example, pupils told me that they have improved their teamwork skills. These skills were seen in lessons when pupils took on roles within projects and learned to negotiate. Leaders’ intention to deepen the curriculum offer includes a science, technology, engineering and mathematics (STEM) activities week. Leaders value parental engagement. Parents are invited to attend, and they engage with their children in unfamiliar activities. For example, parents and pupils built large model roller coasters and both groups benefited from working collaboratively. In classrooms, pupils took part in a range of activities linked to STEM week. Key stage 2 pupils designed a theme park. This enthused and engaged pupils in their mathematical and science curriculum. Within these lessons there were in-depth discussions using high-quality scientific language. For example, pupils discussed the properties of materials and what would be suitable to use in the construction of a theme park. The STEM activities included designing promotional materials in which Year 6 pupils engaged well. They were inspired to use persuasive language to promote their theme park. Pupils are prepared well for the next stage of their education.

Colham Manor Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 47% Agree 49% Disagree 3% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>47, "agree"=>49, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 68 responses up to 25-03-2022
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Figures based on 68 responses up to 25-03-2022

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Figures based on 68 responses up to 25-03-2022

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Figures based on 68 responses up to 25-03-2022

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Figures based on 68 responses up to 25-03-2022

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Figures based on 68 responses up to 25-03-2022

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Figures based on 11 responses up to 25-03-2022

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Figures based on 68 responses up to 25-03-2022

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Figures based on 68 responses up to 25-03-2022

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Figures based on 68 responses up to 25-03-2022

unlock

Figures based on 68 responses up to 25-03-2022

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Figures based on 68 responses up to 25-03-2022

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Figures based on 68 responses up to 25-03-2022

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Figures based on 68 responses up to 25-03-2022

Responses taken from Ofsted Parent View

Your rating:
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