Fairfield Road Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
455
AGES
3 - 11
GENDER
Mixed
TYPE
Community 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
0161 342 3214

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
(21/03/2024)
Full Report - All Reports
73%
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)
Grove Street
Droylsden
Manchester
M43 6AF
01613703625

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead a happy and inclusive school where all are welcomed and encouraged to thrive. Pupils develop a love of learning. You inspire the whole school community to work collaboratively and with enthusiasm to live out the school’s mission statement, ‘Together everyone achieves more’. As a result, pupils achieve well, particularly in mathematics, in which pupils’ achievement by the end of key stage 2 is outstanding. The vibrant curriculum planned by leaders places a strong focus on giving pupils valuable and broad life experiences, including visits to museums and different places of worship. Leaders place a very high priority on staff training and have created a collaborative and vibrant learning community. You are strongly committed to developing the skilled staff as future school leaders. Staff have a very positive view of the school and appreciate the many opportunities they have for training and to share their expertise within school and with other schools in the local authority. Several leaders in the school have undertaken study at Masters level and used their research projects to develop teaching and learning, including in reading and in the early years. This has had a positive impact on raising standards. Across the school, pupils read quality and engaging texts, and this has developed their vocabulary and raised standards in reading. The proportion of pupils leaving the school with expected standards for age in reading, in 2018, was above the national average. Children make good progress in the early years and standards have improved. Governors share your vision and aspiration for the school. They are keen for pupils’ progress to improve still further, including that of the most able pupils in writing. Governors have a wide range of skills, which they keep up to date through regular training. They use their skills to challenge and support leaders. Governors know the school well. They keep a careful check on the spending of funding for disadvantaged pupils, and for pupils with special educational needs and/or disabilities (SEND), to ensure that it is having the impact it should. The school’s improvement plan lacks some sharpness. This prevents governors from keeping a close and accurate check on leaders’ progress in school improvements, such as raising outcomes in phonics. Pupils have a very positive view of the school and enjoy their learning. This is because you have designed an exciting and engaging curriculum. Teachers plan a range of trips and experiences to bring pupils’ learning to life. Pupils in Year 3 to Year 5 enjoy annual overnight camping in the school grounds, where they take part in a range of activities, including archery and climbing. Pupils enjoy the wide range of extra-curricular activities that staff provide. You plan these carefully to ensure that they meet the needs of different groups of pupils, including pupils with SEND. A typical comment from pupils was, ‘There is something for everyone.’ Inclusion and welcome are at the very heart of the school’s kind and caring ethos. Pupils learn to respect others and value differences, including in gender and religion. Pupils value lessons about well-being and how to control their feelings. Pupils learn to value their education and are enthusiastic about achieving their attendance targets. They attend very regularly and whole-school attendance is above the national averages. Parents and carers share pupils’ extremely positive view of the school. Parents state that their children are well looked after and their various needs are met. A typical comment on Parent View, Ofsted’s online questionnaire for parents, praised the school’s curriculum saying, ‘The school offers activities that are adventurous and creative. Events around science, music, art, poetry, world heritage and other cultures encourage pupils to think independently and love education.’ Parents report that their children are very happy in school and enjoy their learning. At the previous inspection, you were asked to strengthen teaching in key stage 1. Leaders have taken decisive steps to strengthen staffing in Year 1 and Year 2, and this has had a positive impact on pupils’ achievement. The key stage leader shares her expertise with staff. Teachers benefit from a range of training opportunities. Since the previous inspection, leadership and standards have improved. The proportion of pupils reaching expected standards in reading, writing and mathematics is now in line with national averages. You have taken effective steps to improve the proportion of pupils reaching greater depth in writing at key stage 1, including effective training for teachers. The systems that leaders and staff use to check pupils’ learning and measure their progress across key stages, is still being developed across the school. Some inconsistencies remain meaning that you and the governing body do not have a precise measure of pupils’ achievements and their learning over time. You have identified this as an area for further development.

Fairfield Road Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>20, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 80 responses up to 22-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>25, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 80 responses up to 22-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>41, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 80 responses up to 22-03-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>73, "strongly_agree"=>6, "agree"=>10, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>6} UNLOCK Figures based on 80 responses up to 22-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>38, "disagree"=>8, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 80 responses up to 22-03-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>30, "strongly_agree"=>36, "agree"=>19, "disagree"=>8, "strongly_disagree"=>6, "dont_know"=>1} UNLOCK Figures based on 80 responses up to 22-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>38, "disagree"=>5, "strongly_disagree"=>19, "dont_know"=>5} UNLOCK Figures based on 21 responses up to 22-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>40, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>9} UNLOCK Figures based on 80 responses up to 22-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>26, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 80 responses up to 22-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>35, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 80 responses up to 22-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>33, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 80 responses up to 22-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>35, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 80 responses up to 22-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>40, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>14} UNLOCK Figures based on 80 responses up to 22-03-2024
Yes No {"yes"=>89, "no"=>11} UNLOCK Figures based on 80 responses up to 22-03-2024

Responses taken from Ofsted Parent View

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