Evergreen School
Catchment Area, Reviews and Key Information

Primary & Secondary
Post 16
Special school
4 - 19
Community special school

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
01926 410410

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?

Ofsted Inspection
Full Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

View exam results via the link below and contact the school to ask about measuring pupil progress.

A Parent's Guide to Choosing a Special School


Happiness Rating

Ofsted Parent View

Pupil/Teacher ratio
Persistent Absence
Pupils first language
not English
Free school meals
CV34 5DF

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school is a warm and welcoming environment. Your vision, ‘Every child, every day to thrive and learn’ is fully supported by all staff and, as a result, pupils are happy and enjoy coming to school. Parents are highly supportive of the school. A typical comment was, `Very happy in school, much better for my son than mainstream.’ Since the last inspection there have been a number of new staff appointed to the senior team, including yourself and the deputy headteacher. Both of you have been in post since the start of this term. You are developing a strong leadership team, which is helping to continue to improve the quality of education provided. Staff morale is high. Governors have high expectations for pupils and for what the school can achieve. They are fully committed to improving outcomes for pupils, and they work collaboratively with leaders. For example, leaders and governors recently held a strategy day to discuss the priorities for the school. As a result, a new school development plan has been written that accurately identifies the key areas for development for the school. An external review of governance last year identified strengths and areas for further development of the governing body. Recent governors’ actions in response to this are beginning to have an impact on the work of the school. For example, the setting up of governors’ working parties in areas such as teaching and learning is providing governors with more detailed information about specific aspects of the school’s work. Consequently, governors are able to hold leaders to account with more rigour. However, these improvements are in their infancy and governors need to continue to ensure that the recommendations from the external review are fully actioned. At the last inspection, the school was asked to look at increasing the proportion of outstanding teaching and use the best practice in school to further develop all staff. Leaders have developed this area well. All teaching is at least good and most pupils are making strong progress from their starting points. The school was asked to look at monitoring pupils’ progress. You now monitor individual pupils’ progress and this identifies where to target interventions that help pupils make good progress. The curriculum is based on an early years philosophy; each class has a different approach to learning based on the pupils’ needs and is highly personalised. Pupils are taught in classes based on need rather than age. Adults effectively use ongoing assessment to monitor individual pupils’ progress towards independence and to plan their next steps in learning. Evidence in books shows that pupils are making good progress from their starting points. Systems for recording and evaluating assessment information are well developed and this means that leaders have a clear view of progress and achievement for individual pupils. However, leaders are aware of the changing nature of the pupils’ needs and that continually refining both the curriculum and assessment systems will help to ensure that pupils’ needs are fully met. Safeguarding is effective. The culture of safeguarding is strong. You ensure that all staff and governors are well trained and are clear about policies and procedures. Record-keeping for the recruitment of staff is thorough and precise. Pupils’ records are securely stored. The school’s single central record meets requirements and is monitored regularly by leaders and the named governor for safeguarding to ensure that it is kept up to date. Leaders and staff work well with external providers to support pupils who are at risk or who are the subject of a multi-agency plan. Leaders are relentless in following up referrals made to children’s social services or health service teams. Through the curriculum and assemblies, you teach pupils about e-safety and provide relationships and sex education. Pupils are well managed as they arrive on transport at the start of the day, and this high level of supervision continues until they leave. Pupils are encouraged to take controlled risks, for example in the forest school, and this is helping to develop their independence. Parents and staff say pupils are safe in school.

Evergreen School Parent Reviews

84% Parents Recommend This School
Strongly Agree 66% Agree 26% Disagree 5% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>66, "agree"=>26, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 38 responses up to 05-07-2023
Strongly Agree 63% Agree 24% Disagree 8% Strongly Disagree 0% Don't Know 5% {"strongly_agree"=>63, "agree"=>24, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>5} Figures based on 38 responses up to 05-07-2023
Strongly Agree 39% Agree 39% Disagree 8% Strongly Disagree 0% Don't Know 13% {"strongly_agree"=>39, "agree"=>39, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>13} Figures based on 38 responses up to 05-07-2023
My Child Has Not Been Bullied 74% Strongly Agree 8% Agree 8% Disagree 0% Strongly Disagree 3% Don't Know 8% {"my_child_has_not_been_bullied"=>74, "strongly_agree"=>8, "agree"=>8, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>8} Figures based on 38 responses up to 05-07-2023
Strongly Agree 53% Agree 29% Disagree 13% Strongly Disagree 5% Don't Know 0% {"strongly_agree"=>53, "agree"=>29, "disagree"=>13, "strongly_disagree"=>5, "dont_know"=>0} Figures based on 38 responses up to 05-07-2023
I Have Not Raised Any Concerns 18% Strongly Agree 47% Agree 16% Disagree 8% Strongly Disagree 11% Don't Know 0% {"i_have_not_raised_any_concerns"=>18, "strongly_agree"=>47, "agree"=>16, "disagree"=>8, "strongly_disagree"=>11, "dont_know"=>0} Figures based on 38 responses up to 05-07-2023
Strongly Agree 68% Agree 13% Disagree 16% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>68, "agree"=>13, "disagree"=>16, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 38 responses up to 05-07-2023
Strongly Agree 45% Agree 32% Disagree 13% Strongly Disagree 8% Don't Know 3% {"strongly_agree"=>45, "agree"=>32, "disagree"=>13, "strongly_disagree"=>8, "dont_know"=>3} Figures based on 38 responses up to 05-07-2023
Strongly Agree 63% Agree 29% Disagree 3% Strongly Disagree 3% Don't Know 3% {"strongly_agree"=>63, "agree"=>29, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>3} Figures based on 38 responses up to 05-07-2023
Strongly Agree 55% Agree 37% Disagree 3% Strongly Disagree 5% Don't Know 0% {"strongly_agree"=>55, "agree"=>37, "disagree"=>3, "strongly_disagree"=>5, "dont_know"=>0} Figures based on 38 responses up to 05-07-2023
Strongly Agree 47% Agree 34% Disagree 11% Strongly Disagree 3% Don't Know 5% {"strongly_agree"=>47, "agree"=>34, "disagree"=>11, "strongly_disagree"=>3, "dont_know"=>5} Figures based on 38 responses up to 05-07-2023
Strongly Agree 24% Agree 34% Disagree 21% Strongly Disagree 8% Don't Know 13% {"strongly_agree"=>24, "agree"=>34, "disagree"=>21, "strongly_disagree"=>8, "dont_know"=>13} Figures based on 38 responses up to 05-07-2023
Strongly Agree 63% Agree 24% Disagree 11% Strongly Disagree 0% Don't Know 3% {"strongly_agree"=>63, "agree"=>24, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>3} Figures based on 38 responses up to 05-07-2023
Yes 84% No 16% {"yes"=>84, "no"=>16} Figures based on 38 responses up to 05-07-2023

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
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