Daisyfield Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
295
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
01254 666605

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
(11/10/2023)
Full Report - All Reports
78%
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)
Clinton Street
Blackburn
BB1 5LB
0125452108

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your recent appointment as the headteacher has strengthened the capacity of leadership in the school. You have high expectations, which are shared by staff and governors. You and your deputy headteacher have a detailed understanding of the school’s strengths and weaknesses because of your thorough monitoring and perceptive self-evaluation. You have correctly turned your attention to enhancing the monitoring of the progress that pupils make in subjects other than reading, writing and mathematics. Additionally, you rightly identify the need to capitalise on the improvements made to the quality of teaching in key stage 1 so a greater proportion of pupils attain the highest standards. Pupils are enthusiastic learners. They enjoy coming to school because it offers an enticing place to learn. Those who spoke with me during the inspection said that they feel safe in the school and that their teachers help them. They feel that their views, presented through articulate school councillors, are valued and acted on. For example, pupils are excited at the prospect of their involvement in the first winter fair. They have also rightly raised concerns about the inconsiderate behaviour of drivers parking at the school entrance. Parents share their children’s positive view of the school. This is typified by a compliment received on Parent View, Ofsted’s online parent questionnaire, which stated, ‘My children love coming to school. For them it’s like another home.’ Senior leaders have taken effective action to address the areas for development identified at the last inspection. These included enhancing the quality of teaching in the school and improving the proportion of pupils making expected and more than expected progress in writing and mathematics in key stage 1. Since the last inspection, the quality of teaching has improved. The well-considered appointments of new phase leaders, who are responsible for a range of classes, has increased accountability and raised teachers’ expectations. Appropriate amendments to policies and procedures mean that pupils now benefit from high-quality teaching that systematically develops their knowledge and skills, particularly in reading, writing and mathematics. Teachers have received appropriate and effective training in English and mathematics and had opportunities to visit other schools to see high-quality practice. As a result, teachers and teaching assistants have increased their knowledge and understanding of a range of strategies they can use to promote learning. Senior leaders frequently check that teachers’ actions on pupils’ learning are having the desired impact. Pupils make good progress from their starting points because of better-quality teaching. School assessment information and work in pupils’ books show that pupils quickly consolidate their basic skills in reading, writing and mathematics and make good progress from their starting points. As a result, the proportion of pupils attaining expected standards in the 2017 reading, writing and mathematics assessments was close to the national average. However, you are not complacent and recognise the need to build on this success to ensure that a greater proportion of pupils attain the highest standards. Safeguarding is effective. Leaders and governors have ensured that safeguarding arrangements are of high quality and fit for purpose. Knowledgeable staff diligently implement the school’s policies relating to safeguarding. Statutory checks are carried out on the suitability of staff to work with children. Staff have up-to-date knowledge of safeguarding. They are vigilant about the potential risks that pupils may face. Records are fit for purpose and meticulously kept. Leaders share information with parents and the appropriate authorities effectively to ensure pupils’ safety. Governors have ensured that the appropriate monitoring and filtering arrangements are in place for the school’s internet connection. Inspection findings The quality of teaching in key stage 1 is similar to that in the other key stages and is typically good. Teachers, some of whom are new to the profession, have secure subject knowledge. Appropriate training ensures that teachers have good knowledge of a range of strategies to teach English and mathematics, which they use effectively. This is particularly the case in phonics in which pupils attain well. Teachers make good use of links to other subjects to provide appropriate opportunities for pupils to write at length and consolidate their skills. Teachers and teaching assistants use questioning well, particularly in mathematics in which they commonly encourage pupils to explain the reason for their answers.

Daisyfield Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>23, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 26 responses up to 13-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>8, "disagree"=>0, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 26 responses up to 13-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>15, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 26 responses up to 13-10-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>81, "strongly_agree"=>0, "agree"=>4, "disagree"=>8, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 26 responses up to 13-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>23, "disagree"=>0, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 26 responses up to 13-10-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>35, "strongly_agree"=>31, "agree"=>27, "disagree"=>0, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 26 responses up to 13-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>0, "disagree"=>0, "strongly_disagree"=>25, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 13-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>27, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 26 responses up to 13-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 26 responses up to 13-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>27, "disagree"=>0, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 26 responses up to 13-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>23, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 26 responses up to 13-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 26 responses up to 13-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>38, "disagree"=>0, "strongly_disagree"=>8, "dont_know"=>4} UNLOCK Figures based on 26 responses up to 13-10-2023
Yes No {"yes"=>96, "no"=>4} UNLOCK Figures based on 26 responses up to 13-10-2023

Responses taken from Ofsted Parent View

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