Furze Platt Infant School
Catchment Area, Reviews and Key Information

4 - 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
01628 683800

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
Oaken Grove

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide calm and considered leadership at Furze Platt Infant School. You are supported ably by your talented deputy headteacher, who provides demonstrable expertise in supporting you improve the school further. Your evaluation of the school’s effectiveness is accurate and based upon your insightful monitoring of pupils’ achievements, and of teaching and learning. Consequently, you know what the school does well and where further enhancements could improve outcomes for pupils. You put this knowledge to good use to produce ambitious plans for the future. Governors fulfil their statutory obligations to a high standard and support school leaders well. Importantly, they analyse progress information rigorously and use their good knowledge to challenge leaders effectively. Everyone at Furze Platt Infant School has the highest aspirations for all pupils. Pupils say they enjoy school because learning is fun. They are proud of the contributions they make to school life. One school councillor told me she enjoys ‘helping making the school a better place’. Pupils’ behaviour in class is typically good because teachers plan work that challenges and enthrals pupils in equal measure. Parents are supportive and many commented upon the good progress their children make. One parent stated, echoing the views of many: ‘Throughout the school there is a positive learning environment. The staff are nurturing, supportive and incredibly enthusiastic which spreads through to the children.’ However, a few parents commented that they would like even more information about the progress that their children make. You have tackled very successfully the areas for improvement identified at the last inspection. Middle leaders have considerable impact on school improvement, and are able to talk confidently about their work on developing the curriculum further. High expectations for disadvantaged pupils ensure that the pupils in this group typically achieve well from their different starting points. A few now exceed expectations for their ages. You have also successfully developed your strategy for providing pupils with feedback on their learning. Helpfully, your new policy is applied consistently by staff throughout the school. Current pupils, including those who are disadvantaged, are achieving well. The curriculum is carefully planned to provide exciting learning that inspires pupils to learn. As a result, many pupils exceed expectations for their ages. Some teaching at Furze Platt Infant School is exemplary and leaders are rightly ambitious for the majority of teaching to be of this high standard. Additionally, leaders are aware that more of the most able disadvantaged pupils can achieve at the highest standards in reading, writing and mathematics. Safeguarding is effective. You have developed a strong safeguarding culture at Furze Platt Infant School. For instance, when employing new staff and volunteers you ensure that all appropriate checks are made to ensure their suitability to work with children. You log this information accurately on the school’s single central record of checks on staff. You have ensured that all safeguarding arrangements are fit for purpose. You provide a suitable range of professional development opportunities to ensure that staff know what actions to take to protect children from harm. For instance, you have recently provided high-quality training on child sexual exploitation and female genital mutilation. You work very closely with other child-protection officers from the local authority. This ensures that vulnerable pupils receive the extra care that helps to keep them safe. Pupils know how to keep themselves safe. For example, in Year 2, pupils explained the steps they take to use the internet safely. Pupils know they must keep passwords secure, and know not to reveal any information that might identify them to strangers when working or playing online. Inspection findings During the inspection we evaluated leaders’ work to ensure that disadvantaged pupils, particularly those who are most able, achieve well throughout the school. We also scrutinised pupils’ achievements across the wider curriculum. Finally, we evaluated leaders’ actions to support vulnerable pupils to achieve well. You ensure that teachers tailor learning appropriately to the needs of disadvantaged pupils. For example, in science in Year 2, the most able disadvantaged pupils were grappling with particularly challenging science investigations, designed to develop their higher levels of understanding. Similarly, in Year 1, these pupils receive additional support to help them achieve strongly in writing. You have adapted well your systems for assessing and monitoring pupils’ achievements. This enables you to identify more precisely, and put into place, the additional support that the most able disadvantaged pupils need in order to make rapid progress in English and mathematics. However, your work to ensure that most-able disadvantaged pupils achieve highly across the curriculum is still developing, and more can be achieved to ensure that this group of pupils excel from their starting points. You have developed an exciting, and appropriately broad and balanced curriculum. Pupils’ learning in both history and the creative arts is particularly vibrant. Year 2’s recent study of the Great Fire of London resulted in some highquality historical writing, and some well-crafted three-dimensional models of Tudor houses. Learning across the curriculum is brought to life for all pupils, for example with a variety of relevant school visitors. When pupils recently met representatives from the police, the ambulance service and the fire brigade, they learned across a range of subjects. As a result, pupils developed a strong understanding of who keeps them safe, and what actions to take in an emergency. Leaders provide the necessary resources and expertise to help support vulnerable pupils’ needs and well-being. For instance, learning is adapted very well in the newly created learning space for vulnerable pupils. It provides a calm setting in which staff set clear expectations, develop well-planned lessons and provide lots of praise. As a result, the pupils in this group learn and achieve effectively. You ensure that any vulnerable pupils are identified quickly. Your special educational needs coordinator is highly skilled in assessing carefully these pupils’ requirements, and putting into place the extra help they need to make good progress from their starting points. Consequently, vulnerable pupils are supported effectively to achieve well. Next steps for the school Leaders and those responsible for governance should ensure that: disadvantaged pupils, and particularly those who are most able, achieve the highest standards in reading, writing and mathematics ensure that all teaching is as effective as the best. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Windsor and Maidenhead. This letter will be published on the Ofsted website. Yours sincerely Dom Cook Her Majesty’s Inspector Information about the inspection Together with you and your deputy headteacher, I observed learning across the school. I spoke to pupils and examined their work, and progress in their books. Meetings were held with you, senior leaders, and middle leaders from across the school. I met with four governors, including the chair of the governing body. I took into account views of 104 parents, including written responses to Ofsted’s Parent View questionnaire. I also analysed 14 responses to Ofsted’s staff survey, and 38 responses to Ofsted’s pupil survey. A range of documents was reviewed, including: the school’s development plan; leaders’ evaluation of the school’s effectiveness; the school’s single central record of recruitment checks made on staff; records of pupils’ behaviour and attendance; and the work of governors.

Furze Platt Infant School Parent Reviews

89% Parents Recommend This School
Strongly Agree 66% Agree 29% Disagree 3% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>66, "agree"=>29, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 106 responses up to 04-12-2018
Strongly Agree 71% Agree 21% Disagree 6% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>71, "agree"=>21, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 106 responses up to 04-12-2018
Strongly Agree 58% Agree 35% Disagree 4% Strongly Disagree 2% Don't Know 1% {"strongly_agree"=>58, "agree"=>35, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>1} Figures based on 106 responses up to 04-12-2018
Strongly Agree 60% Agree 33% Disagree 5% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>60, "agree"=>33, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 106 responses up to 04-12-2018
Strongly Agree 61% Agree 30% Disagree 2% Strongly Disagree 3% Don't Know 4% {"strongly_agree"=>61, "agree"=>30, "disagree"=>2, "strongly_disagree"=>3, "dont_know"=>4} Figures based on 106 responses up to 04-12-2018
Strongly Agree 47% Agree 45% Disagree 4% Strongly Disagree 3% Don't Know 1% {"strongly_agree"=>47, "agree"=>45, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>1} Figures based on 106 responses up to 04-12-2018
Strongly Agree 43% Agree 44% Disagree 6% Strongly Disagree 4% Don't Know 3% {"strongly_agree"=>43, "agree"=>44, "disagree"=>6, "strongly_disagree"=>4, "dont_know"=>3} Figures based on 106 responses up to 04-12-2018
Strongly Agree 35% Agree 25% Disagree 5% Strongly Disagree 2% Don't Know 33% {"strongly_agree"=>35, "agree"=>25, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>33} Figures based on 106 responses up to 04-12-2018
Strongly Agree 34% Agree 45% Disagree 10% Strongly Disagree 3% Don't Know 8% {"strongly_agree"=>34, "agree"=>45, "disagree"=>10, "strongly_disagree"=>3, "dont_know"=>8} Figures based on 106 responses up to 04-12-2018
Strongly Agree 47% Agree 32% Disagree 8% Strongly Disagree 6% Don't Know 7% {"strongly_agree"=>47, "agree"=>32, "disagree"=>8, "strongly_disagree"=>6, "dont_know"=>7} Figures based on 106 responses up to 04-12-2018
Strongly Agree 42% Agree 46% Disagree 8% Strongly Disagree 2% Don't Know 1% {"strongly_agree"=>42, "agree"=>46, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>1} Figures based on 106 responses up to 04-12-2018
Yes 89% No 11% {"yes"=>89, "no"=>11} Figures based on 106 responses up to 04-12-2018

Responses taken from Ofsted Parent View

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