The Edward Betham Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
420
AGES
3 - 11
GENDER
Mixed
TYPE
Voluntary aided 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 5511

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
(05/12/2018)
Full Report - All Reports
65%
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
02085788928

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your leadership team make sure that staff take good care of pupils’ welfare and have high ambitions for their academic success. Senior leaders provide staff with effective training and hold them to account for their pupils’ progress. There is a strong culture of teachers and teaching assistants working closely with other colleagues to share best teaching practice. As a result, pupils flourish socially and make good and sometimes substantial progress from their starting points. Pupils are proud of their school and enjoy learning and taking part in the range of enrichment activities on offer. Their attendance rates are consistently high, and persistent absenteeism is low. Senior leaders and governors have effective systems in place to check on all aspects of the school’s work. You tackle the weaknesses that you identify through a series of well-thought-out action plans. Pupils make good progress across key stage 1. In 2018, the proportion of Year 1 pupils meeting the expected standard in the phonics screening check was significantly above average. At the end of Year 2, the proportion of pupils reaching the expected or greater depth standard was at or above average in reading, writing and mathematics. Since the previous inspection, there has been a steady overall improvement in pupils’ attainment by the end of Year 6. In 2018, the school worked successfully to improve pupils’ writing. Leaders explained the range of teaching strategies which had been researched and adopted to support this improvement. However, pupils’ progress was not as strong in reading and mathematics as in previous years, and only an average proportion reached the higher standard. We explored the action the school has taken to address this, and a decline in outcomes for children in the early years, as the lines of enquiry for this inspection. Safeguarding is effective. Safeguarding leaders make sure that all members of staff are kept up to date with the latest guidance. They are well aware of the current safeguarding issues in the local area and of the potential vulnerabilities of pupils in the school. Members of staff are vigilant and immediately report any concerns. Leaders meet frequently with groups of staff to check on the safety and well-being of pupils whom they consider as possibly vulnerable. Leaders work closely with a range of external agencies and with parents and carers to make sure that pupils are safe. Through lessons and workshops, pupils gain a strong understanding of danger and how to keep themselves safe in different situations. Leaders provide regular information for parents on how they can keep their children safe, especially when using the internet. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Records are detailed and of high quality. Inspection findings My first line of enquiry was on pupils’ progress in key stage 2 in reading and mathematics. In 2018, this was average, representing a fall in performance since 2017. This was particularly the case for pupils with high prior attainment in reading and middle and high prior attainment in mathematics. Leaders’ analysis of tests revealed the need to develop pupils’ skills in using accurate evidence from texts to support their answers. As a consequence, teachers were trained to focus more deeply on pupils’ thinking and evaluation skills. In addition, leaders changed some of the core texts, selecting those most likely to interest the pupils. They also introduced competitions to encourage pupils to read more for pleasure. Extra support to develop reading is provided across the range of attainment to help pupils reach the high standards of which they are capable. These strategies have begun to have a positive effect in deepening current pupils’ reading skills. High-attaining pupils in Year 6 confirm that work is more challenging and that they are learning to analyse texts with greater depth than they did in the past. Even so, it remains a school priority to ensure that pupils routinely reach their potential in reading across the year groups. In mathematics, leaders identified that pupils’ number work was stronger than their ability to reason mathematically and solve problems. The curriculum was revised to focus on these weaker areas and supported with new resources, staff training and checks on teaching quality.

The Edward Betham Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>29, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 152 responses up to 17-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>37, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 152 responses up to 17-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>43, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 152 responses up to 17-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>39, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 152 responses up to 17-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>44, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 152 responses up to 17-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>45, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 152 responses up to 17-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>33, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 152 responses up to 17-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>29, "disagree"=>9, "strongly_disagree"=>6, "dont_know"=>19} UNLOCK Figures based on 152 responses up to 17-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>38, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 152 responses up to 17-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>39, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>7} UNLOCK Figures based on 152 responses up to 17-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>40, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 152 responses up to 17-01-2019
Yes No {"yes"=>99, "no"=>1} UNLOCK Figures based on 152 responses up to 17-01-2019

Responses taken from Ofsted Parent View

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