Forest View Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
372
AGES
4 - 11
GENDER
Mixed
TYPE
Academy converter
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 2021, ONS
01452 425407

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
NATIONAL AVG. 2.08
Ofsted Inspection
(6/2/19)
Full Report - All Reports
72%
NATIONAL AVG. 65%
% 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 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Latimer Road
Cinderford
GL14 2QA
01594822241

School Description

You and your leadership team have maintained the good quality of education in the school since the last inspection. You are an experienced headteacher, having been in post for eight years. Assisted by the deputy headteacher, you continue to bring about many positive changes to the school and the education it provides. Since the previous inspection, you have ensured that teachers have the highest expectations of what pupils can achieve. As a result, pupils leave the school well prepared for secondary school. We observed teachers challenging pupils to achieve more. Your staff talk excitedly about how they work together to improve learning. Recently, the school has grown rapidly, and new pupils have been joining the school in most year groups. Since the beginning of last year, leaders have prioritised welcoming new pupils and their families to the school. Teachers have quickly assessed the abilities of new arrivals so that they can plan to address the pupils’ needs. You have made sure that pupils, parents and carers quickly understand the routines and expectations of their new school. Leaders’ plans to accommodate the new pupils have been managed well. Parents of pupils new to the school commented, for example, that the school ‘has been so welcoming and the staff are great’. School governors have a strong knowledge of the school through the visits they make and the reports they receive from the headteacher. Governors make sure that they keep up to date by attending regular training courses and by meeting with governors from other schools. Because governors are knowledgeable and well informed, they are able to check that leaders are performing well and that children are getting a good deal. Different members of the school community hold the school in high regard. Pupils feel safe and learn well, while staff are proud of the school and happy to work there. Parents would recommend the school to others, stating, for example, ‘Forest View is a wonderful school’ and ‘We are so grateful for the high standard of care given to our children.’ You and your leadership team are keen that pupils should not only receive a high standard of education but should also learn to be healthy, respectful and engaged members of society. All pupils take part in the daily mile and have many opportunities to be involved in competitive sport. Learning often takes place outside, in the community and on school trips. Together with your leadership team and the governors, you have built a learning community where staff strive to help all children learn and develop. Safeguarding is effective It is clear as soon as you arrive at the school that the top priority for you and your staff is to ensure that pupils are safe and well cared for. You and your senior team have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. The arrangements for checking the suitability of staff to work with children meet requirements. Your records show that staff are vetted carefully prior to beginning employment and that checks on visitors are robust. New members of staff are carefully inducted into the safe working practices at the school. You have a dedicated team of staff who liaise with parents and work with outside agencies, including social services and healthcare professionals. Staff consult these agencies with speed and persistence so that pupils and families receive appropriate support. Staff are well trained and vigilant. They understand how to keep children safe and, as a result, any concerns are quickly dealt with. Pupils talk confidently about how the school keeps them safe. Governors carefully check that pupils are kept safe through regular visits. Inspection findings The inspection’s first line of enquiry was to consider how well you and your team have ensured that pupils make the best possible progress in their reading. You had identified this as a high priority in your development plan, as reading outcomes in the 2018 national tests were not as high as they had been in recent years. Some time ago, you set up a speech and language department in the school and ensured that teachers in Reception classes and key stage 1 teach pupils effectively about the sounds that letters make. As a result of your actions, many children catch up and achieve well in the phonics screening check. You are now extending these approaches to the older pupils and have introduced changes to the way that reading is taught in order to increase pupils’ exposure to a wide vocabulary. We observed this new way of teaching reading and noted how pupils were practising using new words to answer questions well. However, this change has not been fully implemented. Pupils’ vocabulary needs further development across the school so that pupils have the tools to make even better progress in all subjects. Leaders have involved parents more in reading with their children through Friday reading sessions, which are well attended. The library is well resourced and teachers carefully monitor what pupils are reading to make book suggestions that will provide challenge and provoke pupils’ interest. Pupils have been motivated to read more by the newly improved rewards system. As a result of these changes, pupils are reading more often and are exposed to a wider range of books. You have identified improving boys’ literacy as a key area of development, due to larger gaps between boys’ and girls’ performance than is the case nationally. On arrival at the school, boys often have much weaker speech, language and literacy skills than girls. Teachers work hard to improve these skills so that boys can achieve well. Leaders have been working with staff in pre-school settings and seeking to involve parents more in activities which develop these skills. The school’s curriculum is carefully planned so that there is a range of topics that motivate both boys and girls. There are now more role models visiting the school regularly to inspire boys and girls. You have prioritised overcoming any barriers that boys may face that prevent them from learning well. Teachers have adopted a successful approach to learning that encourages pupils to cooperate, to learn from their mistakes, to be independent and to be resilient. This is working well, and we could see from the pupils’ work that both boys and girls are achieving well as they move up the school. The last line of enquiry was to consider how effectively leaders are tackling low attendance. Leaders and staff work relentlessly to improve levels of attendance but, in the past, a higher proportion of the pupils at this school have been missing substantial amounts of school time than is the case nationally. Leaders have established rigorous systems to follow up any attendance concerns and they work hard to establish positive relationships with parents. Staff routinely follow up absence and make referrals to the local authority where appropriate. The school policy is to send a graduated series of letters to parents if attendance is getting very low. However, parents are only sent second letters raising concerns about their child’s unsatisfactory attendance when the school intends to take further action. These letters have not been used well enough to act as warnings to alert parents prior to action being taken. Teachers and leaders work hard to make coming to school exciting and interesting. Pupils receive rewards for high attendance in order to encourage them to develop good habits. Recently, leaders have worked with other agencies to ensure that guidelines are clear for all members of the school community. As a result of the actions that leaders have taken, figures for this year indicate that attendance is improving.

Forest View Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 80% Agree 18% Disagree 0% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>80, "agree"=>18, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 45 responses up to 19-06-2019
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Figures based on 45 responses up to 19-06-2019

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Figures based on 45 responses up to 19-06-2019

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Figures based on 45 responses up to 19-06-2019

unlock

Figures based on 45 responses up to 19-06-2019

unlock

Figures based on 45 responses up to 19-06-2019

unlock

Figures based on 45 responses up to 19-06-2019

unlock

Figures based on 45 responses up to 19-06-2019

unlock

Figures based on 45 responses up to 19-06-2019

unlock

Figures based on 45 responses up to 19-06-2019

unlock

Figures based on 45 responses up to 19-06-2019

unlock

Figures based on 45 responses up to 19-06-2019

Responses taken from Ofsted Parent View

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