Glebe Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
648
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 2021, ONS
(01895) 556644

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
(3/5/18)
Full Report - All Reports
73%
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

Sussex Road
Ickenham
Uxbridge
UB10 8PH
01895462385

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in September 2017, you have approached your role with enthusiasm and energy. While you knew the school well through your previous role as deputy headteacher, you and your leadership team have re-evaluated the school’s work openly and honestly. As a result, you have accurately prioritised key areas for improvement. The school has continued to expand but leaders are not daunted by this and are successfully managing the changes. Parents and carers are hugely positive about your leadership, and governors know that they have appointed the right headteacher to move the school forward. Staff share your commitment and determination to give pupils the best possible education. They are proud to work at the school. You have made important changes this year, such as refining the assessment system and holding staff more stringently to account than in the past. School leaders monitor and evaluate the quality of teaching and learning precisely and can pinpoint strengths and weaknesses. The sharing of good practice is an important feature of staff development, and leaders regularly review the impact of staff training. This means that teaching is strong and that pupils achieve well overall. However, leaders accept that pupils’ progress in key stage 2 mathematics, reading and writing is not as strong. Parents commented on the ‘welcoming atmosphere’ in the school, and it is clear that the school is a close-knit community. Pupils told me that they ‘love’ their school, and all those I spoke to were polite and friendly. Pupils in the specialist resourced unit are fully integrated into the school, and you ensure that the school is an inclusive and happy place. One pupil told me, ‘In this school, everyone is treated the same.’ You work closely with the governing body and ensure that governors are well informed about all aspects of the school’s work. They are knowledgeable, fully involved in the life of the school and offer you strategic support. They have honed their skills since the previous inspection and provide more rigorous challenge. Leaders have addressed the areas for improvement since the previous inspection. They recognised the need for higher expectations across the school, particularly in Years 3 and 4. Leadership responsibilities have been amended to ensure that these year groups are monitored more closely. Classrooms are purposeful learning environments, and the new culture of high aspirations is evident. Communication with parents is strong, and the school holds a variety of workshops, which help parents to support their children’s learning at home. Safeguarding is effective. The leadership team has ensured that safeguarding arrangements are fit for purpose. Records are detailed and of high quality. All pre-employment checks meet statutory requirements. Leaders are vigilant to any concerns about pupils’ well-being and safety. They take prompt and effective action, following up any referrals to external agencies with rigour. Almost all of the parents who responded to Parent View feel that their child is safe and happy in school. Pupils said that they feel safe in school and spoke positively about the support they receive from staff. They particularly appreciate being able to ‘post’ any worries they may have and said that staff make sure that any concerns are dealt with. Pupils talked confidently about how to keep themselves safe at school and in the local area. They know about e-safety, such as not giving away any personal information online, and leaders ensure that parents and pupils are informed of the dangers of social media. Inspection findings At the start of the inspection, we agreed three key lines of enquiry. The first of these focused on the effectiveness of mathematics teaching in helping pupils to work at greater depth at key stage 2. In 2017, pupils’ progress in reading, writing and mathematics was in line with national averages. Attainment at the expected standard was high. However, the proportion of pupils achieving the higher standard in mathematics was below average. Leaders identified weaknesses in pupils’ reasoning skills as the main barrier to higher attainment in mathematics. Consequently, you have adapted the school’s approach to mathematics teaching, not just in key stage 2 but across the school. Leaders have delivered training sessions and modelled lessons to staff on how to include reasoning in mathematics activities. They have also created a bank of reasoning resources for staff to use. Teaching is carefully tailored to pupils’ abilities in mathematics, and this helps to ensure that lesson planning meets their needs. Visits to lessons and work in books shows that most-able pupils in particular are sufficiently challenged in mathematics. Leaders regularly review the impact of their actions through focused lesson visits and book checks. From this monitoring, they know that the new approach to reasoning is not yet fully embedded across the school. Some lower-ability pupils have not developed their number skills sufficiently so that they can tackle reasoning effectively. However, there is evidence that outcomes in mathematics are improving. Current assessment information for key stage 2 pupils indicates that more pupils are achieving at the higher standard. The second key line of enquiry concerned phonics. In 2017, the proportion of pupils achieving the expected standard in the Year 1 phonics screening check was below the national average for the first time. Leaders can explain the context for this dip in outcomes, but have a ‘no excuses’ approach and have taken immediate action. Leaders re-arranged the staffing of phonics so that class teachers work with the pupils who need the most support. Pupil’s phonics knowledge is assessed regularly to ensure that the level of teaching is appropriate to their ability. All phonics teachers, including teaching assistants, have had up-to-date training so that phonics is taught consistently in all groups. Leaders’ actions have been effective in improving the quality of phonics teaching. Current Year 1 pupils build their phonics knowledge more securely than previously. Leaders are confident that pupils will sustain their high attainment in key stage 1 reading and writing as a result. Finally, we agreed to look at the effectiveness of leaders’ actions to improve pupils’ writing. This was because key stage 2 pupils’ progress in writing has been consistently weaker than reading and maths. In 2017, attainment at the end of key stage 1 in all subjects was above the national average, but in writing it was comparatively weaker than in reading and mathematics. Leaders have responded well to the increased demands of the new curriculum. You and your team have improved staff understanding of the assessment criteria, so that staff know exactly what they have to teach. Success criteria for writing tasks are used consistently in lessons. As a result, pupils know what they are expected to do to improve their writing, and they respond well to guidance from their teachers. Visits to English lessons showed pupils engaged in their work and typically thinking hard about their writing. Work in books shows that pupils are developing their writing skills effectively. This is particularly evident in key stage 2; pupils write fluently and use complex language and structures. However, leaders acknowledge that the quality of pupils’ writing in subjects other than English is typically not as strong. Pupils do not have the same opportunities to write at length and apply their skills in other subjects.

Glebe Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 68% Agree 25% Disagree 4% Strongly Disagree 2% Don't Know 1% {"strongly_agree"=>68, "agree"=>25, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>1} Figures based on 96 responses up to 03-05-2018
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Figures based on 96 responses up to 03-05-2018

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Figures based on 96 responses up to 03-05-2018

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Figures based on 96 responses up to 03-05-2018

unlock

Figures based on 96 responses up to 03-05-2018

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Figures based on 96 responses up to 03-05-2018

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Figures based on 96 responses up to 03-05-2018

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Figures based on 96 responses up to 03-05-2018

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Figures based on 96 responses up to 03-05-2018

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Figures based on 96 responses up to 03-05-2018

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Figures based on 96 responses up to 03-05-2018

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Figures based on 96 responses up to 03-05-2018

Responses taken from Ofsted Parent View

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