Enderby Road Infant School
Catchment Area, Reviews and Key Information

3 - 7
Community school
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
01724 297133 , 01724 297134

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
Ofsted Inspection
Full Report - All Reports
Happiness Rating

Ofsted Parent View

Pupil/Teacher ratio
Persistent Absence
Pupils first language
not English
Free school meals
Pupils with SEN support
Sunningdale Road
DN17 2TD

School Description

Pupils feel happy, valued and cared for. Staff know their pupils very well. The school has a ‘family’ atmosphere and staff treat pupils as individuals. Pupils respond in kind by trying, and working, hard. The school encourages pupils to develop their personal values and strengths. Pupils spoke confidently about how they develop and showcase their own personal strengths. For example, pupils said how they are helpful when using their kind hands to help others. A weekly assembly praises and rewards pupils for demonstrating their strengths. Pupils told inspectors that they feel safe in school. They do not worry about bullying or acts of unkindness. Pupils said adults are kind and help to look after them. Pupils play well together, enjoying games and activities at lunchtime and playtimes. Pupils like coming to school. Their behaviour and attitudes to learning are real strengths of this school. Pupils are very keen to learn new things in lessons. Teachers plan lessons that motivate and interest pupils. Pupils said that their lessons are fun, and they love learning, especially mathematics. Parents are happy with the school. They value the range of extra-curricular opportunities offered to the pupils. Parents shared positive comments, including the openness of the school. For example, one said: ‘The school is simply wonderful! It’s a safe, positive and family feeling school.’ What does the school do well and what does it need to do better? The school still provides a good quality of education. Leaders have created a curriculum that engages pupils. Leaders consider pupils’ different needs and take their interests into account. Since the previous inspection, leaders and teachers have updated curriculum plans. They have a clear picture of the curriculum. They check that topics cover the national curriculum in depth. Teachers plan topics in a meaningful way to help pupils to know and remember more. They make sure curriculum plans help pupils gain skills and knowledge in a logical order. Teachers deliver lessons that build on pupils’ prior knowledge. For example, in science, pupils enjoy the practical nature of lessons when learning new things. Teachers plan lessons in science that help pupils to learn through a ‘hands-on’ approach. During a practical lesson, pupils were able to explain how sounds travel in waves. Pupils have a good understanding of the meaning of different science vocabulary. Sometimes, pupils’ written work is not presented well enough. Pupils’ letters and numbers are not as well formed as they should be. The curriculum caters well for all pupils. This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Staff help pupils to progress well academically and in their personal development. Teachers and teaching assistants ensure that lessons are inclusive. Staff work well with families to identify pupils’ needs and find ways to support them. Since the last inspection, mathematics has been a focus of school improvement work. Leaders have channelled their energies into improving pupils’ problem-solving skills. Pupils of all abilities rise well to the challenge of solving problems. Pupils practise their mathematics a lot to master the basics. Teachers provide pupils with ample opportunities to rehearse and develop their fluency skills. This approach helps pupils to recall and build on what they already know. For example, pupils could use instant recall of number facts to add pairs of numbers together. The impact of leaders’ work ensures that pupils achieve well and are ready for key stage 2. The school promotes the importance of reading. Opportunities for reading are everywhere. The school contains attractive reading areas, including a refurbished library. Parents are very well included in school life. The school holds a wide variety of events to inspire pupils and parents to develop a love of reading. They value the opportunity to attend these events to share books and read together. The school’s programme for phonics ensures that pupils get off to a good start in reading. Staff involve parents to help pupils learn their letters and sounds. This helps them to read and spell words with accuracy. Teachers and teaching assistants make regular checks on pupils’ progress. Leaders are quick to identify pupils who are in danger of falling behind. These pupils receive extra adult support to help them catch up. Pupils read books in school that match their reading ability. However, they take different books home to read. Some of these books are not well matched to pupils’ phonics knowledge. This includes pupils who at the early stages of reading. This means pupils do not have the opportunity to practise the sounds and words they have learned. This also limits their ability to build confidence and develop their fluency skills. Governors know the school very well. Many are generous with their time and are a visible presence in school. As a result, governors gain a good understanding of the quality of education at the school. They support and challenge leaders during meetings and through their visits into school. Inspection report: Enderby Road Infant School 3 December 2019 2 Safeguarding The arrangements for safeguarding are effective. Staff have a good awareness of how to keep pupils safe. They have regular training and updates. They understand the potential threats pupils face outside of school. Staff know how to recognise any signs of these risks. Staff know how to report any pupil welfare concerns promptly. When supporting vulnerable pupils, leaders work closely with external agencies. Leaders ensure that these pupils and their families receive the support they need. The curriculum helps pupils to know how to stay safe in everyday situations. Pupils understand how to be safe when using the internet or mobile technology.

Enderby Road Infant School Parent Reviews

67% Parents Recommend This School
Strongly Agree 67% Agree 6% Disagree 17% Strongly Disagree 11% Don't Know 0% {"strongly_agree"=>67, "agree"=>6, "disagree"=>17, "strongly_disagree"=>11, "dont_know"=>0} Figures based on 18 responses up to 03-12-2019
Strongly Agree 56% Agree 17% Disagree 11% Strongly Disagree 17% Don't Know 0% {"strongly_agree"=>56, "agree"=>17, "disagree"=>11, "strongly_disagree"=>17, "dont_know"=>0} Figures based on 18 responses up to 03-12-2019
Strongly Agree 44% Agree 22% Disagree 0% Strongly Disagree 28% Don't Know 6% {"strongly_agree"=>44, "agree"=>22, "disagree"=>0, "strongly_disagree"=>28, "dont_know"=>6} Figures based on 18 responses up to 03-12-2019
My Child Has Not Been Bullied 44% Strongly Agree 6% Agree 6% Disagree 11% Strongly Disagree 22% Don't Know 11% {"my_child_has_not_been_bullied"=>44, "strongly_agree"=>6, "agree"=>6, "disagree"=>11, "strongly_disagree"=>22, "dont_know"=>11} Figures based on 18 responses up to 03-12-2019
Strongly Agree 56% Agree 22% Disagree 11% Strongly Disagree 11% Don't Know 0% {"strongly_agree"=>56, "agree"=>22, "disagree"=>11, "strongly_disagree"=>11, "dont_know"=>0} Figures based on 18 responses up to 03-12-2019
I Have Not Raised Any Concerns 17% Strongly Agree 39% Agree 11% Disagree 11% Strongly Disagree 22% Don't Know 0% {"i_have_not_raised_any_concerns"=>17, "strongly_agree"=>39, "agree"=>11, "disagree"=>11, "strongly_disagree"=>22, "dont_know"=>0} Figures based on 18 responses up to 03-12-2019
Strongly Agree 0% Agree 50% Disagree 25% Strongly Disagree 25% Don't Know 0% {"strongly_agree"=>0, "agree"=>50, "disagree"=>25, "strongly_disagree"=>25, "dont_know"=>0} Figures based on 10 responses up to 03-12-2019
Strongly Agree 44% Agree 28% Disagree 17% Strongly Disagree 6% Don't Know 6% {"strongly_agree"=>44, "agree"=>28, "disagree"=>17, "strongly_disagree"=>6, "dont_know"=>6} Figures based on 18 responses up to 03-12-2019
Strongly Agree 56% Agree 22% Disagree 17% Strongly Disagree 6% Don't Know 0% {"strongly_agree"=>56, "agree"=>22, "disagree"=>17, "strongly_disagree"=>6, "dont_know"=>0} Figures based on 18 responses up to 03-12-2019
Strongly Agree 50% Agree 28% Disagree 17% Strongly Disagree 6% Don't Know 0% {"strongly_agree"=>50, "agree"=>28, "disagree"=>17, "strongly_disagree"=>6, "dont_know"=>0} Figures based on 18 responses up to 03-12-2019
Strongly Agree 56% Agree 28% Disagree 0% Strongly Disagree 0% Don't Know 17% {"strongly_agree"=>56, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>17} Figures based on 18 responses up to 03-12-2019
Strongly Agree 56% Agree 33% Disagree 6% Strongly Disagree 6% Don't Know 0% {"strongly_agree"=>56, "agree"=>33, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>0} Figures based on 18 responses up to 03-12-2019
Strongly Agree 44% Agree 28% Disagree 17% Strongly Disagree 6% Don't Know 6% {"strongly_agree"=>44, "agree"=>28, "disagree"=>17, "strongly_disagree"=>6, "dont_know"=>6} Figures based on 18 responses up to 03-12-2019
Yes 67% No 33% {"yes"=>67, "no"=>33} Figures based on 18 responses up to 03-12-2019

Responses taken from Ofsted Parent View

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