Crownfield Junior School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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White Hart Lane
Collier Row
Romford
RM7 8JB
01708747070
Pupils
335
Ages
7 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(26/6/18)
Full Report - All Reports
66%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. In your role as acting headteacher, you have provided a strong steer for the school during a period of turbulence. With advice and support from a national leader of education, you have made changes in a short space of time that have not only steadied the school but have also improved the quality of teaching. After a period when pupils’ progress was below average, it is now rising. School leaders have successfully tackled the areas for improvement identified at the previous inspection. The proportion of pupils working at the higher standards in reading and writing is now broadly in line with national averages. You have rewritten the school’s policy on how teachers give pupils feedback to help them improve their work. This has had a positive effect on the progress pupils are now making. Teachers now have more opportunities to observe excellent classroom practice both in school and in other settings. This has enabled teachers to reflect on their own professional development and improve teaching for pupils. Pupils and parents and carers are supportive of the changes you have made. The morale of staff is high. Staff understand and support your strategic vision for the school and can see how initiatives contribute to the drive to improve outcomes for pupils. For example, you and the middle leadership team have worked effectively with all staff to achieve consistency in the quality of teaching. As a result, teaching is now securely good across the school. The school has a strong culture of care. Pupils are extremely polite and well behaved. In lessons, they are engaged in their learning and listen to one another respectfully. Leaders’ work to involve pupils in the assessment of their work has promoted positive attitudes for learning. Governors are supportive of leaders’ work to improve teaching and learning. They are confident in using the accurate information that they have about pupils’ progress to hold leaders to account. They have a clear overview of the strengths of the school and areas to develop. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Records are well kept and reviewed regularly. Robust recruitment checks ensure that staff are suitable to work with children. All staff have received relevant safeguarding training. This has meant that they are confident in recording concerns and reporting these to the designated safeguarding leads using the school’s new system. As a result, information is shared in a timely way to help keep pupils safe. Pupils have a good understanding of how to stay safe while using online technology. They say that they feel safe in school and that all staff deal with any concerns quickly. In the words of one pupil, ‘Bullying used to happen, but not now’. Parents are confident that their children are safe when in school. Inspection findings At the start of the inspection, we agreed to look at four lines of enquiry. The first was to evaluate the actions leaders have taken to improve pupils’ progress in reading by the end of key stage 2. This is because their progress has been below the national average. Since the change in leadership, a new assessment system has been introduced. This has moved the emphasis from termly testing to regular assessment of pupils’ work by class teachers against clear criteria. This has made assessment more accurate and has helped teachers to use the assessment information in a more effective way to plan future learning for pupils. The new scheme for teaching reading is already having an impact on pupils’ comprehension skills. Pupils enjoy their reading and know why this is important for future life. A pupil said, ‘I imagine I am in the book when I am a bit sad. It can take you away’. Current information from teachers’ assessments shows an improvement on last year’s figures. The second line of enquiry was to look at whether leaders’ use of the funding for disadvantaged pupils has been effective in improving their progress so that it is comparable with that of non-disadvantaged pupils nationally. Leaders conducted a review and acted quickly on their findings, with changes in the way support for disadvantaged pupils is allocated, funded and evaluated. In particular, the review showed that there had been little measurement of the impact of the funding on pupils’ progress. The school is now using its more accurate assessment information to inform leaders, including governors, of the impact funding is having on pupils’ progress. For example, after-school tutoring was deemed not to be having the desired outcomes for pupils. This was stopped and the money was used instead to provide additional in-class support. Funding is also used to provide pupils with access to clubs, school journeys or additional resources.

Crownfield Junior School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

01708 434 343

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

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