Gladstone Primary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
465
AGES
3 - 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, ONS
01782 234598

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
(04/05/2022)
Full Report - All Reports
40%
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)
Anchor Road
Sandford Hill
Longton
Stoke-on-Trent
ST3 5EW
01782957267

School Description

Gladstone Primary Academy is a caring, nurturing school. Pupils are happy and safe. They follow the school motto: ‘We are all equally different’. Leaders are ambitious for all pupils. Bullying is not tolerated. Pupils are confident that staff will resolve any issues or concerns they have. Leaders make sure that learning is carefully structured so that pupils achieve well academically and develop personally. Pupils enjoy reading books and listening to their teachers read stories. Pupils develop their wider interests and grow in confidence through a range of enrichment activities, such as visitors to school, trips and residential stays. They learn new skills during workshops about the Romans, the Greeks and dinosaurs. Year 4 pupils recently enjoyed a trip to the local outdoor adventure centre, Stanley Head. Leaders have high expectations of pupils’ behaviour. Pupils listen carefully and are fully engaged in their learning. During playtimes and lunchtimes, they play well together outdoors. One parent’s comment was typical of many when they said, ‘Gladstone is a fantastic school and I know that my child is happy there.’ What does the school do well and what does it need to do better? Leaders have planned an ambitious curriculum for pupils. In most subjects, the curriculum is carefully sequenced and implemented. This ensures that pupils build up knowledge over time. Curriculum leaders ensure that teachers have the subject knowledge they need to teach most subjects well. However, in some subjects, including computing, design and technology and physical education (PE), this work to ensure the curriculum’s effectiveness has been delayed because of the COVID-19 pandemic. Leaders have appropriate plans to address this. The mathematics curriculum is well planned and taught across the school. Pupils enjoy mathematics. Teachers have high expectations of what pupils should achieve. They make regular checks on pupils’ learning during lessons. Teachers recap prior learning to help pupils remember things they have learned before. They plan next steps carefully, to meet pupils’ needs based on what pupils know and can do already. As a result, pupils do well. Leaders prioritise reading. Pupils like reading. They read to adults regularly in school and at home. Older pupils enjoy reading books by favourite authors, such as ‘Arthur, High King of Britain’ by Michael Morpurgo. Recent improvements to the teaching of early reading are effective. In the main, pupils receive good support from well-trained adults. However, a few staff need further training to improve their knowledge to teach phonics well. For a few pupils who are catching up in their learning following the COVID-19 pandemic, some books do not closely match the sounds they are learning. Leaders are aware and are taking action to address this. Good communication between home and school helps children in the early years settle well into school life. Routines are well established and children develop positive attitudes to learning. Staff plan learning carefully, based on what children know and can do. Children learn about numbers through practical activities, songs and rhymes. Children practise new learning when working independently. This helps them to know and remember more. Teachers carefully adapt the curriculum to meet the needs of all pupils, including those with special educational needs and/or disabilities. The ‘Den’ provides effective support for pupils who find school life difficult. Leaders have identified specific needs and gaps in learning for pupils who have fallen behind following the pandemic but have not yet put in place fully their intended actions to help pupils to catch up. Leaders provide a well-sequenced personal development curriculum. Pupils develop an age-appropriate understanding of positive and respectful healthy relationships. Opportunities such as school councillors and junior police cadets allow pupils to take on responsibilities in school. In doing so, they develop confidence and communication skills. Strong pastoral support means pupils get the help and advice they need. The school rules help pupils to understand right and wrong and how to keep themselves and others safe. Opportunities to learn about other cultures and religions help pupils to respect others’ differences. Senior leaders and trust members have an accurate understanding of the school’s strengths and priorities for improvement. They want all pupils to have the best possible start in life. Some leaders new to subject leadership need further support to fulfil their roles. Staff feel supported by leaders, who manage their workload effectively.

Gladstone Primary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>24, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>32, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>53, "disagree"=>8, "strongly_disagree"=>5, "dont_know"=>3} UNLOCK Figures based on 38 responses up to 04-05-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>71, "strongly_agree"=>5, "agree"=>8, "disagree"=>3, "strongly_disagree"=>8, "dont_know"=>5} UNLOCK Figures based on 38 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>45, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>3} UNLOCK Figures based on 38 responses up to 04-05-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>29, "strongly_agree"=>34, "agree"=>16, "disagree"=>13, "strongly_disagree"=>5, "dont_know"=>3} UNLOCK Figures based on 38 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>39, "disagree"=>16, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 38 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>37, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>45, "disagree"=>8, "strongly_disagree"=>8, "dont_know"=>3} UNLOCK Figures based on 38 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>42, "disagree"=>8, "strongly_disagree"=>5, "dont_know"=>8} UNLOCK Figures based on 38 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>39, "disagree"=>3, "strongly_disagree"=>5, "dont_know"=>11} UNLOCK Figures based on 38 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>42, "disagree"=>13, "strongly_disagree"=>5, "dont_know"=>8} UNLOCK Figures based on 38 responses up to 04-05-2022
Yes No {"yes"=>84, "no"=>16} UNLOCK Figures based on 38 responses up to 04-05-2022

Responses taken from Ofsted Parent View

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