Coston Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
423
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 8825 5000

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
(09/07/2019)
Full Report - All Reports
54%
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)
Oldfield Lane South
Greenford
UB6 9JU
02085781515

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You share a strong, inclusive ethos with the school community. Leaders are responsive and have the highest aspirations and ambition for the pupils at the school. You have recently created a specialist provision that exemplifies the school’s inclusive nature. Leaders readily take advice. For example, following a recent review, they improved their safeguarding arrangements. A safeguarding steering group has been formed which includes members of the leadership team and governors. Their remit is to improve the safety and welfare of all members of the school community. One of their first actions was to improve parents’ awareness of the risks for pupils when online. Governors challenge leaders well. This is shown, for example, by their recent questioning of leaders, which focused on pupils’ outcomes in the national phonics screening check. They have a strong awareness of developments in teaching and learning. For example, they discussed the school’s development of the ‘reading into writing’ programme with staff and watched the process in action in classrooms. Governors are imaginative in the way they work, as shown by their sharing of responsibilities, including the chairing of meetings. They receive training prior to their meetings and told me that this training has been invaluable in helping them to provide both challenge and support for leaders. The areas identified for improvement at the previous inspection have been addressed. However, as leaders are aware, pupils’ outcomes in some subjects are not yet in line with those of their peers nationally; and for some pupils absence is a factor in their underachievement. Additionally, teaching strategies remain an area for development. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Regular and appropriate training for all staff has meant that any issues regarding the safety of pupils at the school are quickly dealt with. Several leaders have had further training to oversee safeguarding at the school, so there is always a senior member of staff available to refer to. Leaders are highly vigilant when exercising their safeguarding duties and, when issues arise, they quickly deal with them. Leaders have put appropriate support in place to ensure the safety of all members of the school community. For example, outside speakers have addressed assemblies to raise the awareness of online bullying and parents have been kept informed on how best to keep their children safe. Pupils told me that they feel safe at school. They understand how adults keep them safe and they appreciate the school rules. For example, they stick to the areas of the playground they are allowed to play in. They know who they can talk to should they have a concern and they also explained to me the school rules for using the internet. Inspection findings At the beginning of the inspection we agreed on three lines of enquiry. The first was based on pupils’ outcomes in writing at the end of key stage 2. This was chosen because, overall, pupils’ attainment in writing in 2018 was below average. Leaders track pupils’ progress in writing well, using teachers’ detailed records and discussion at ‘standards meetings’ to identify any underperformance. For example, leaders know that most disadvantaged pupils make progress from their starting points in line with their peers; but that a few with more complex needs require additional support to make the progress of which they are capable. Teaching strategies that support pupils’ writing are being continually developed. These include the introduction by middle leaders of quality texts to stimulate pupils’ writing. Through skilful adaptations to the literacy curriculum, pupils are encouraged to write extended pieces. Raised expectations have led to improvements in writing skills, including punctuation. Pupils are given more time to reflect upon, edit and improve their own work. As a result of these strategies, pupils now write with greater depth and purpose. For example, pupils prepared for writing by analysing a quality text to identify the language used, structural features, purpose and audience. Pupils’ own writing includes skilful descriptions, creating vivid scenes that engage the reader. Even so, leaders recognise that the most able pupils are not yet making the consistently strong progress in writing of which they are capable. The second line of enquiry was based on your additional resource provision (ARP) for pupils with special educational needs and/or disabilities (SEND). This was chosen because the provision is a new venture for the school, and we wanted to establish how well this initiative has been led and managed and its impact on pupils. You recognised the need for further support for pupils with SEND within the school and the local community. Despite some initial difficulties, with the wholehearted support of the local authority, the ARP has been successfully launched with a full cohort of pupils. Governors visit the ARP when they come to school. They appreciate how calm an environment the area is and the efforts that leaders have made to integrate pupils. Initially, parents were hesitant to move their children into the ARP. Leaders quickly built up positive relationships based on mutual trust. From the outset leaders were ambitious for the ARP. Leaders recognised that the new intake would have little tolerance for a full day at school. Consequently, they put in place timetables that enabled learners to begin with a phased introduction to the provision. This had the desired effect. Now, all ARP pupils spend a full day at the school, including time spent in mainstream classrooms learning with their peers. All mainstream teachers have received advice and training on supporting their needs. The final line of enquiry was based on pupils’ attendance. We agreed this because recent attendance rates were below those found nationally. Leaders understand the need for high attendance. They appreciate that there is a correlation between attendance and pupils’ outcomes. Leaders have placed significant emphasis on improving attendance and a number of parents told me that attendance is a high priority at the school. Leaders recognise the diverse backgrounds of their pupils. For example, a prominent display in the school entrance highlights the large range of countries that pupils originate from. Leaders also recognise that, for these families, the number of term-time visits home is having a negative impact on overall attendance. Next steps for the school Leaders and those responsible for governance should ensure that: the emphasis on writing in key stage 2, particularly for the most able, produces outcomes that are at least in line with those of their peers nationally efforts to improve attendance have a positive impact on reducing the levels of absenteeism. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Ealing. This letter will be published on the Ofsted website. Yours sincerely Jason Hughes Ofsted Inspector Information about the inspection I looked at a range of pupils’ work, together with middle and senior leaders. I met with governors, including the chair of the governing body, and the school improvement partner. Leaders accompanied me on visits to lessons, where we observed teaching and learning, spoke with pupils and looked at their work. I examined a range of documentation relating to safeguarding, including the single central record of staff checks. I scrutinised Ofsted’s online survey for parents (38 responses) and associated commentary (37 comments), as well as the staff survey (32 responses). There were no responses to the pupil survey. I examined the school’s website and reviewed information about pupils’ progress, attainment and attendance. I also considered the school’s evaluation of how well it is doing, its improvement priorities and assessment information for current pupils.

Coston Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>14, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 11-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 11-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>33, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 42 responses up to 11-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>26, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 11-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>24, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 42 responses up to 11-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>40, "disagree"=>12, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 11-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>36, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 42 responses up to 11-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>26, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>14} UNLOCK Figures based on 42 responses up to 11-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 42 responses up to 11-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>26, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 42 responses up to 11-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>33, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 42 responses up to 11-07-2019
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 42 responses up to 11-07-2019

Responses taken from Ofsted Parent View

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