Elmgrove Primary School & Nursery
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Kenmore Avenue
Kenton
Harrow
HA3 8LU
02089092992
Pupils
805
Ages
3 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(21/11/17)
Full Report - All Reports
68%
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. Since your appointment as headteacher in September 2017, you have provided stable leadership for teachers and staff. You have strengthened the leadership team and raised the quality of teaching through coaching and mentoring, and looking at effective practice elsewhere. You deploy members of the senior leadership team to support teaching and learning in the classrooms to ensure that pupils make progress. You seek collaboration with other schools by providing them with support as the local authority’s maths hub. You are also seeking to establish cross-school moderation of writing within the borough. The school is a calm and nurturing environment where staff help pupils to develop well. Pupils enjoy being at the school and their learning. The overwhelming majority of parents think that the school provides a very good standard of education. They particularly appreciate the caring culture that allows their children to thrive. They say Elmgrove Primary School celebrates the diversity of its children. One parent whose child joined the school recently from overseas said: ‘The teachers know what children of this age need and they pay attention to their individual personalities.’ School leaders have identified the correct priorities for the next stage of improvement and are taking the right steps to address them. You know that the most able pupils, including the most able disadvantaged pupils, will only make rapid progress in lessons if they are stretched and challenged. Leaders are providing teachers with effective support to achieve this. As a result, the most able pupils, including the most able disadvantaged, achieve high standards in mathematics and writing. However, you recognise that there is still some work to be done to support your most-able readers. The governing body provides leaders with effective support and challenge. They know the areas the school leaders need to act on for improvement. They fulfil their strategic role effectively. Records of the work of governors show good examples of where leaders are challenged and held to account. Governors who are linked with subject leaders demonstrate a strong understanding of specific areas of the school. This knowledge contributes to your school’s accurate self-evaluation. Safeguarding is effective. The deputy headteacher is the designated safeguarding lead and has been so for over 10 years. This stability strengthens this aspect of the school’s work. All safeguarding arrangements meet statutory requirements. Records are detailed, up to date, and fit for purpose. School leaders and staff know their pupils very well. They use this knowledge to shape the most appropriate and effective support for families. One foster carer said she wished there were ‘more places like this which are so child-focused’. There is a clear expectation and agreement that all staff and governors have a collective responsibility to keep pupils safe and secure. Training has been undertaken at the appropriate level and is up to date. As a result, all staff have a good understanding of safeguarding procedures. The curriculum is effective in helping pupils to stay safe. For example, school leaders have put in a place an online safety scheme, developed by school staff. Consequently, pupils show a strong awareness of the dangers on the internet. They know how to keep themselves safe at home, at school, or online. Their behaviour in and out of lessons is exemplary. Inspection findings In our initial discussion we identified the achievement of pupils, including of disadvantaged pupils, in reading as a key line of enquiry. This was because, in 2016 and 2017, achievement in reading was below the national average. School leaders have wasted no time in identifying those areas that need to be addressed to improve reading across the school. They are aware that while pupils are fluent at reading and decoding texts, their comprehension skills need further development. You responded to this by providing pupils plenty of opportunities to develop the more sophisticated reading skills of deduction and inference. This resulted in improvements to the quality of pupils’ responses to comprehension questions. Visits to lessons showed that staff ask pupils questions that help them think about the texts they read. Teachers also provide pupils with clear guidance to help them decide which of their reading skills will enable them to answer questions successfully. Pupils read with fluency and expression. They display a genuine love for reading, offering insights about plots and characters.

Elmgrove Primary School & Nursery 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

020 8863 5611

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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