Dollis Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
494
AGES
2 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

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
020 8359 2000

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
(20/2/18)
Full Report - All Reports



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Pursley Road
Mill Hill
London
NW7 2BU
02089598881

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, together with your senior leaders and governing body, are determined that pupils get the best start to their education at Dollis Infant School. Having previously been the school’s deputy headteacher, and then one of two co-headteachers, you took up the post of headteacher in April 2016. Since that time you have developed your senior leadership team and increased its capacity to promote school improvement. You and your senior leaders work closely together and are unified in your approach and aspirations. You give high priority to developing and maintaining effective relationships with parents and carers. You make sure that they have the right support so that they are able to help their children at home. You have gained the trust and respect of the school community. It is clear from parents’ comments that the school’s curriculum is broad, and appropriately enhanced by extra-curricular activity. Parents comment about their children’s excitement at attending school and their enjoyment of their learning. They are able to talk about the progress their children have made during their time at the school. You and your colleagues also contribute to education provision locally through partnership with other infant schools. It is important to you that the school benefits from regular scrutiny of its work. You achieve this through engagement with other headteachers and through seeking the views of the local authority. This approach helps you to maintain a clear understanding of the school’s strengths and weaknesses. Your evaluation of these is accurate. As a result, you are tackling the right areas in order to improve the quality of provision, and pupils’ outcomes. You agree appropriately challenging targets for pupils’ outcomes in cooperation with the local authority. However, we agreed that it would be helpful to generate shorterterm milestones from these overall goals in order to track the rate of progress over the course of the academic year. You are acutely aware of the needs of the very large proportion of pupils who speak English as an additional language and of those who have special educational needs and/or disabilities. This results in you taking a highly inclusive approach to your work, a value promoted equally strongly by governors. You capitalise on the opportunities which present themselves, for example utilising the skills of a parent to lead workshops for parents of Afghan heritage. The report published following your previous inspection recommended that you raised the level of challenge for the most able pupils. The proportion of pupils who exceeded expectations at the end of the Reception Year and went on to do well at the end of key stage 1 in 2017 was similar to that seen nationally in reading, writing and mathematics. While you are pleased with this, you know there is more to do to ensure that most-able pupils achieve all they are capable of. The previous inspection report also referred to the need to improve the effectiveness of middle leaders. You now have higher expectations of these leaders. They now take greater responsibility for analysing pupils’ performance in their subject and for identifying relevant developmental needs. Discussion with leaders indicates that a range of activities are used to determine the impact of teaching on pupils’ learning. You and your team understand the importance of pupils attending school regularly. It is apparent from the school’s website, published newsletters and from displays in the school that the topic is promoted at every opportunity. Your newsletters present a clear and unambiguous set of expectations. As a result of your robust approach, pupils’ attendance is now above the national average. The proportion of pupils who are persistently absent dropped significantly between 2016 and 2017. Safeguarding is effective. You have a thorough approach to safeguarding. Staff are clear of your expectations of them and understand the procedures to follow. Checks on newly appointed staff are carried out and recorded thoroughly. All parents who responded to Parent View agreed that their children feel safe at the school. Similarly, responses to the staff questionnaire indicate that staff are confident that pupils are safe at the school. Your staff keep detailed records of any concerns they have about pupils’ well-being. The actions you take are clearly logged so that there is a clear history of each case. You know that it is important to have a systematic approach to this area of your work. Your safeguarding team reviews each case on a regular basis so that no one ‘slips through the net’. You rightly continue to monitor cases, despite you having needed to take no action for some time.

Dollis Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 69% Agree 31% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>69, "agree"=>31, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 42 responses up to 18-06-2018
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Figures based on 42 responses up to 18-06-2018

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Figures based on 42 responses up to 18-06-2018

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Figures based on 42 responses up to 18-06-2018

unlock

Figures based on 42 responses up to 18-06-2018

unlock

Figures based on 42 responses up to 18-06-2018

unlock

Figures based on 42 responses up to 18-06-2018

unlock

Figures based on 42 responses up to 18-06-2018

unlock

Figures based on 42 responses up to 18-06-2018

unlock

Figures based on 42 responses up to 18-06-2018

unlock

Figures based on 42 responses up to 18-06-2018

unlock

Figures based on 42 responses up to 18-06-2018

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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