Glebelands Primary School
Catchment Area, Reviews and Key Information

School Guide Rating

Chancel Road
3 - 11
Community school
4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since taking up your post in February 2016, you have established an effective and committed senior leadership team. The governing body challenges you well and makes a positive contribution to moving the school forward. With the support of all leaders, you have built upon the strengths of the school and are addressing the weaknesses you have identified. Due to financial considerations, you have had to make significant reductions in staffing this year. Staff that I spoke with say that these changes have been handled well and morale is good. They comment that everyone works well together as a team and that leaders have maintained the school’s caring and aspirational ethos. You call this ethos ‘The Glebelands Way’ and expect all staff and pupils to follow its principles. You offer pupils a broad and stimulating curriculum which challenges their thinking and encourages them to consider the needs of others. For example, just prior to the inspection, pupils had donated pairs of unwanted shoes to send to schools in Africa. On the inspection day itself, parents, carers and grandparents were in school to help pupils improve the outdoor environment, as part of your Grow Glebelands topic. Pupils were keen to show me their garden. They use the vegetables they grow to make soups and salads and so develop their understanding of healthy eating and sustainable living. Pupils benefit from a wide range of trips, clubs and additional activities. These opportunities support pupils’ all-round development. You place particular emphasis on ensuring that as many pupils as possible participate in sporting activities. Pupils are often very successful. For example, the Year 5 and 6 football team recently won a city-wide tournament. Older pupils welcome the opportunities they have for taking responsibility. With the support of staff, Year 6 pupils lead mixed-age circle time sessions. This gives pupils the chance to share their thoughts and feelings and to develop their understanding of others. One parent commented on ‘the outstanding care and compassion’ shown at the school. Pupils’ positive attitudes and behaviour make a major contribution to their good progress. Self-evaluation systems and procedures are well developed and so you have an excellent understanding of the school’s strengths and weaknesses. You have identified the strengths in teaching as well as areas that need to develop further. You provide appropriate support and challenge for all staff to develop their skills. There are clear links between your school improvement plan and teacher appraisal; staff understand the school’s priorities and the importance of their contribution. As a result of this work, you have made good progress towards addressing the areas for improvement from the last inspection. Pupils’ workbooks in all subjects are now a delight to read. They take great care with their presentation and are proud of their efforts. Handwriting is taught well so that, by the time pupils leave the school, they have developed a clear and consistent style. Pupils write at length across a range of curriculum subjects. This makes a good contribution to ensuring that attainment in writing at the expected standard is above average by the end of Year 6. Since the last inspection, you have introduced a new system to track pupils’ achievements throughout their time in the school. You use this to check that pupils are making the good progress you expect of them. Teachers know their pupils very well and discuss their learning needs in regular meetings with the leadership team. Leaders hold teachers to account for the progress that pupils make. You recognise that in the past pupils did not made sufficient progress in Years 3 and 4, particularly in reading and writing. This meant that they were not as well prepared for the demands of the curriculum in Years 5 and 6 as they should have been. You have taken steps to address this. You appointed a new English leader in 2016 and she now leads the Years 3 and 4 team. Despite some changes to teaching staff in one of the classes during this year, work in pupils’ books and your assessment information show that pupils in these year groups now make good progress. Safeguarding is effective. The leadership team and the governing body have ensured that all safeguarding requirements are fit for purpose. Staff receive regular training in safeguarding and child protection matters. As a result, they are alert to their responsibilities to keep pupils safe. Staff have a clear understanding of the process they should follow if they have any concerns about a pupil’s welfare. The school’s systems for recording and reporting these concerns are strong. Leaders ensure that pupils in need of additional support receive it in a timely and proportionate way. Leaders ensure that the required checks are completed to ensure that staff and volunteers are suitable to work in the school. Governors check regularly on this aspect of the school’s work.

Glebelands Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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heatmap example
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

0116 2527009

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

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