Folly View Primary
Catchment Area, Reviews and Key Information

Primary
PUPILS
217
AGES
2 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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, ONS
01865 792422

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
(07/02/2018)
Full Report - All Reports



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Preston Place
Faringdon
SN7 7XE
01367240655

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, ably supported by the deputy headteacher, acted swiftly after joining the school in September 2017 to provide continuity and stability. Parents and staff appreciate the vision and direction brought by your leadership and the positive changes you have made. A parent commented that: ‘Faringdon is a fantastic school which is particularly thriving under new leadership.’ You have accurately identified the school’s strengths and weaknesses. With the support of the Faringdon Academy of Schools, you are implementing wellconsidered continuing improvements. The academy offers useful and relevant training for staff from specialists. Leaders and teachers value the continuing professional development they receive because it strengthens their skills and knowledge. You acknowledge that further work is needed to strengthen leadership capacity by developing the skills and roles of middle leaders. The recently re-formed governing body is strongly committed to improving the school further. Governors hold senior leaders to account well for the school’s performance, through rigorous questioning. Governors have a clear understanding of the school’s priorities for improvement. Importantly, they know what is working well and what leaders must do to improve the school further. There is good evidence that leaders’ robust approach to improving pupils’ reading is having a positive impact. There is now a consistent approach to the teaching of phonics across the school and pupils successfully use what they have learned to help them develop their reading skills. Your own expert coaching and modelling of the teaching of phonics to teachers, along with helpful external support, have ensured that staff are well trained to deliver phonics effectively. Assessment systems and the monitoring of pupils’ progress in English and mathematics have been developed well. You hold teachers closely to account for the achievement of pupils in their care. You have rightly identified the continuing need to raise standards for disadvantaged pupils and the most able pupils. While early improvements are clearly evident, you recognise there is still more to do. Pupils’ attendance is slightly below national averages. Leaders keep a close watch on this and intervene effectively when pupils are in danger of falling below acceptable levels of attendance. Your highly individualised approach raises the importance of regular attendance directly with families. This is beginning to have a positive impact. Close contact with outside agencies helps to ensure that pupils who are not in school are safe. You ensure that pupils’ personal development is well supported. Leaders’ good management overcomes any difficulties which may arise from the split site arrangement. Adults set a good example and ensure that the atmosphere around the school is purposeful and routines are well established. As a result, pupils are friendly and happy, and clearly enjoy their learning. During my visit, in classes and on the playground, the behaviour of the pupils was positive and respectful. Parents and carers are full of praise for the school and a parent reported that: ‘The school is not only concerned with the child’s academic achievement but also their social and emotional well-being and development.’ At the time of the previous inspection, you were asked to improve the quality of teaching from good to outstanding and to ensure that punctuality improves. Your careful checks ensure that teaching is continually improving, and that targeted support is put into place where needed. Punctuality is improving and forms part of the thorough and careful work you are doing around attendance. Safeguarding is effective. The leadership team and the Faringdon Academy of Schools have ensured that safeguarding arrangements are fit for purpose. Governors and officers of the academy check that all statutory checks on employees are thoroughly undertaken. You have quickly got to know the school’s pupils and families well and have a helpful visible presence around the school. You are tenacious in ensuring that correct and beneficial support is made available for the most vulnerable pupils. You act promptly on information you receive, working closely with the relevant agencies and other professionals to protect pupils. Record-keeping is extensive and detailed. Efficient systems help ensure that information is effectively collated, and there is a clear and constant awareness of the chronology of any concerns. This supports leaders when making decisions about the best course of action to take in individual cases.

Folly View Primary Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 10-02-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>28, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 10-02-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>40, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 10-02-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>28, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 10-02-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>43, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 10-02-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>50, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 10-02-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>53, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 40 responses up to 10-02-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>30, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>25} UNLOCK Figures based on 40 responses up to 10-02-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>30, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>8} UNLOCK Figures based on 40 responses up to 10-02-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>30, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>8} UNLOCK Figures based on 40 responses up to 10-02-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>43, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 40 responses up to 10-02-2018
Yes No {"yes"=>98, "no"=>3} UNLOCK Figures based on 40 responses up to 10-02-2018

Responses taken from Ofsted Parent View

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