Conway Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
443
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, ONS
020 8921 8043

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
(13/09/2022)
Full Report - All Reports
82%
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)
Gallosson Road
Plumstead
London
SE18 1QY
02088540897

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since that time, you have increased the rigour of school systems to check how well pupils learn and achieve. This has resulted in significant improvements in the quality of teaching. Parents and carers are clear that the school is good, with comments such as, ‘Our child thrives in both the educational and social environment here,’ being typical of many. You have worked effectively with leaders and governors to ensure that there is a continuing focus on improving outcomes for all groups of pupils. You have worked on the right areas for development with energy and vision, helped by your careful review of the school’s performance. Governors are knowledgeable and involved in the work of the school and offer you strong strategic support. Working together, you have ensured that pupils gain a secure grasp of the basic skills expected for their age. Teaching is carefully planned for pupils and meets their needs effectively. As a result, pupils achieve well. A new assessment system is having a positive impact on enabling teachers to keep a close check on the progress of pupils in their class. Leadership capacity is strong due to the team approach across all tiers of leadership where everyone feels responsible for pupils’ achievement. You have developed the learning environment considerably since the last inspection, so that more space has been created. All classes have attractive and inviting reading areas which are helping to promote pupils’ enthusiasm for books in all year groups. The school culture that you have created is one which is welcoming and accepting of all pupils, irrespective of their backgrounds. Pupils behave well and have positive attitudes towards the school. Teaching assistants make a valuable contribution to supporting pupils’ progress. This enables all pupils to achieve well and keep trying, even when they find the work challenging. In recent years, the development of reading and writing and the teaching of mathematics have ensured that outcomes in these areas are good. You have made sure that teachers are now teaching key skills effectively so that these can be used in other areas of the curriculum. For example, work related to dentistry in Year 4 enabled pupils to write compelling letters to their friends about brushing their teeth. You have successfully addressed the areas for improvement identified during the last inspection. Your determination to strengthen the quality of teaching and learning has helped the school to continue to improve. Teachers are very committed to the school’s priorities for development and work hard to ensure that pupils do as well as they can. High-quality training and support for teachers has enabled them to understand and meet the needs of the pupils well. Consequently, pupils make consistently good progress. You, together with your senior leaders, rightly acknowledge that the attendance of the school’s disadvantaged pupils needs to improve still further. Safeguarding is effective. Leaders and governors have ensured that all safeguarding arrangements are effective and records are complete. All checks on the suitability of staff to work at the school are in place. Adults in the school know the designated safeguarding leaders and they understand and follow the agreed procedures consistently. Clear systems are in place for staff to make referrals when concerns arise and subsequent actions are followed up effectively. Leaders work well with families and external agencies, including the local authority’s early help team, to ensure that pupils receive well-targeted support as required. Staff training, including that related to the ‘Prevent’ duty, is up to date. Your staff have a good knowledge of potential concerns within the community the school serves. This increases their vigilance in spotting and reporting concerns about pupils’ well-being. Pupils report that they feel safe in school and that behaviour is good, with bullying being a rare event. Pupils enjoy coming to school and have great confidence that all the staff are working hard to support their education and well-being. Inspection findings For the first line of enquiry, we agreed to look at key stage 2 pupils’ progress in reading. This is because, last year, pupils’ progress was weaker in reading than in writing and mathematics. You have already identified this as a priority. Visits to classrooms, listening to the reading taking place and current assessment information provided us with compelling evidence that pupils’ progress is now good. Being exposed to a wide variety of texts and genres is inspiring pupils to become more avid readers, who enjoy developing the reading skills they are being taught. For example, Year 5 pupils confidently worked out the meanings of unfamiliar words in the demanding text they read. As well as focusing on increasing how accurately pupils read, you have also concentrated on improving pupils’ comprehension skills. Well-considered training from the school’s ‘reading team’ has enabled staff to develop expertise and strengthen their practice. Staff provide pupils with well-targeted individual support to help them understand the content of the passages they read. This was seen in the classrooms we visited, and in particular in small-group reading sessions. For the second line of enquiry, I considered reading and writing outcomes for middle-attaining pupils and the most able in key stage 1. This is because, in the 2016 key stage 1 assessments, fewer pupils achieved the highest standards in these subjects when compared with other pupils nationally. Again, you and your senior leaders have wasted no time in ensuring that these pupils are now making much better progress. In visits to classrooms, we saw unmistakable evidence of pupils’ reading skills improving. Close attention is given to pupils developing a deeper understanding of the texts they read. Similarly, pupils’ writing is improving well, with pupils writing with increased flair and confidence in a range of genres. Nevertheless, the quality of pupils’ handwriting is variable and this hinders them from producing writing at the standard of which they are capable. You have already identified this and have been successfully working on this area. We next agreed to consider the effectiveness of the school’s curriculum. Your plans for improvement show that this is currently an area of focus for leaders, particularly in respect of science and computing. You and your team have developed a curriculum that reflects pupils’ needs and interests. Well-planned activities allow pupils to extend their literacy and numeracy skills across other subject areas. The school has developed wholeschool ‘topic weeks’, where pupils are able to work in a way that brings their learning in different subjects together. This is helpful to pupils as it supports them make sense of their learning and make links between subjects. Your subject leaders are passionate and are clear about the action they need to take to strengthen teaching and pupils’ outcomes in their respective areas of responsibility. Finally, we looked at pupils’ attendance. In 2016, disadvantaged pupils and those who have special educational needs and/or disabilities were persistently absent more than is typical when compared to the national average. Pupils are rewarded for their good attendance. Staff identify any concerns promptly and follow these up through meetings with parents. Families are actively discouraged from taking extended breaks away from school during term time. You and your staff work effectively with the local authority attendance officers to support the parents of all pupils where attendance is a concern.

Conway Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>48, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>43, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>48, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 21 responses up to 14-09-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>67, "strongly_agree"=>5, "agree"=>10, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>10} UNLOCK Figures based on 21 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>52, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 21 responses up to 14-09-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>38, "strongly_agree"=>19, "agree"=>24, "disagree"=>14, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 21 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>33, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>19} UNLOCK Figures based on 21 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>48, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>48, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 21 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>57, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>48, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 21 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>24, "agree"=>57, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>14} UNLOCK Figures based on 21 responses up to 14-09-2022
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 21 responses up to 14-09-2022

Responses taken from Ofsted Parent View

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