Drapers' Pyrgo Priory School
Catchment Area, Reviews and Key Information

Primary
PUPILS
483
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(9/1/18)
Full Report - All Reports
52%
NATIONAL AVG. 65%
% 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 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)
Settle Road
Harold Hill
Romford
RM3 9RT
01708342165

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have set high expectations for what pupils can achieve. These expectations are based on mutual respect. The school motto exemplifies this: ‘Everything we are goes into everything we do.’ One of the strengths of the school is the pupils’ attitudes to learning. They work hard to support each other. They are also polite and resilient and take a pride in their school. You provide clear direction for the school’s future improvement, based on the school’s core values. These emphasise the importance of every child in the school. Parents spoken to are very supportive of the school. They recognise that your teachers are ‘dedicated’. Comments such as ‘Teaching staff greet all children with a cheery smile [which] sets a positive tone,’ and ‘Each teacher is enthusiastic, supportive and skilled’ are typical of many parents’ views. The core values seek to ensure that your pupils have ambition, enjoy school and are successful learners. You focus on academic success, but the quality of the artwork around the school demonstrates that this is a strength too. The culture of the school is demonstrated in the way that most teachers run an after-school club. This enables many of your pupils to participate in a wide range of activities. The school has been very successful in the sporting competitions in which it has participated. You appreciate that you serve a community and have created a learning environment that promotes ‘family values’. This is enhanced by the close collaboration with other schools in the trust and local authority. Your curriculum meets the needs of all your pupils because you are constantly reviewing its effectiveness. You have established an effective new senior leadership team. You have created a leadership team that is determined to do the best for all the pupils in the school. Together, you have led the improvements, in increasing the proportion of good and outstanding teaching and raising achievement in the early years, that were identified in the last report. You have ensured that progress is good in all subjects, especially at the end of Year 6. Children in the early years make good progress given their starting points and capabilities. Leaders rightly identified that outcomes at the higher standards in all subjects are less successful in both key stages. You put in place highquality support for pupils in the classroom and in additional sessions. This includes enrichment activities, for example the ‘Count on us’ challenge and the advanced reading club. Such strategies have been successful in improving progress for mostable pupils, including the most able disadvantaged pupils. The quality of teaching and learning continues to be a focus for the leadership team in its drive to ensure that classroom practice is consistently of a high quality. You recognise that there is still work to do to ensure that a greater proportion of pupils reach the higher standards in all subjects by the end of Years 2 and 6. You agree that attendance is low and too many pupils are persistently absent. Governors have a good understanding of the school. They have been directly involved in recent improvements, for example, in supporting priorities through additional funding. They use a range of information effectively to challenge school leaders. They ensure that their regular visits to school enable them to see first hand the work of school leaders. 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. Staff and governor training is up to date, and this has covered how to spot when pupils may be at risk of radicalisation or female genital mutilation. Staff and governors understand the current guidance and have a very clear understanding of different types of abuse. They take this responsibility seriously and are effective at all levels. Staff know how to raise any concerns they have about a pupil’s welfare using the school’s comprehensive system. Leaders work well with families and external agencies to ensure that pupils receive well-targeted support, as required. Your staff have very good knowledge of potential concerns in the community that the school serves. You have established a culture of vigilance in spotting and reporting concerns about pupils’ well-being. Pupils know how to keep themselves safe, including when using online technology. Esafety lessons help pupils to understand how to manage risk online. Parents and pupils agree that the school is a safe place to learn.

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 2020, ONS
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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