Goldington Green Academy
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Goldington Green
Bedford
MK41 0DP
Pupils
668
Ages
2 - 11
Gender
Mixed
Type
Academy converter
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(11/7/19)
Full Report - All Reports
42%
NATIONAL AVG. 65%
% 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 previous inspection. Since the previous inspection, Goldington Green Academy has grown substantially and now provides education for pupils up to Year 6. In 2017, you opened a Nursery provision in a high-quality new building. You continue to recruit and develop a team of staff who share your own determination for pupils to succeed. You have maintained the strengths that were identified previously. You, and other leaders, have a precise understanding of the school’s strengths and continued areas for improvement. You consistently review key school policies and procedures so that the school builds on previous successes. Staff who responded to the online questionnaire value ‘being part of a team’ as well as ‘being a caring school that is completely focused on the children’. Governance is strong and effective. Governors have an ambitious vision for pupils and their achievements. They provide appropriate support and challenge for leaders and check regularly to see for themselves how the school is operating. The school is a happy and purposeful place. Pupils enjoy coming to school and many attend well. They are provided with a broad curriculum and a wide range of experiences. This helps to interest them and promotes their development of positive attitudes towards learning. For instance, pupils explained that they enjoyed the practical experiences of geography trips and that they find the creative arts exciting. Pupils speak enthusiastically about a range of subjects, such as art, mathematics, reading and geography. They make full use of the wide range of extra-curricular clubs available to them, including French, mindfulness, cricket, drama club, swimming, tennis and ‘Song Squad’. Pupils typically behave very well. During lessons, they are keen to participate, and they listen carefully to each other. In less structured times, pupils look after each other well, making sure that they are all included in learning and play. There is an air of camaraderie and pupils form good friendships. From time to time, when there are minor conflicts, pupils sort things out using carefully recruited ‘Bully Buddies’. Pupils trust teachers to help them resolve more tricky concerns they may have. You have addressed the areas for improvement from the previous inspection. Attendance for all pupils has improved and, through a targeted approach, you have raised the attendance of disadvantaged pupils. You continue to revise your procedures for improving attendance so that you can build further on your successes. Parents value the pastoral care and community focus of the school. One parent typified the views of many, saying, ‘The progress I have seen in him is absolutely incredible. I feel that learning is based around the child as an individual.’ Parents and carers also commented on ‘well trained staff who have the ability to bring out the very best in a child academically’. Nevertheless, you have rightly identified that standards are not equally high across the curriculum for the newly added key stage 2. You are currently revising the Year 6 curriculum to raise standards further. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The necessary checks are carried out before staff are appointed. All required safeguarding training is up-to-date and complete. Governors work effectively with school leaders to review all safeguarding processes. They ensure that safeguarding expectations and procedures are as they should be. Pupils’ well-being is central to the culture of the school. Staff know pupils well and ensure that if there are any worries then these are identified and acted on quickly. You continue to improve and promote the safeguarding and welfare of pupils. Support from a wider pastoral and therapeutic team, including an education psychologist, are proving effective. Pupils have an appropriate and developing understanding of how to keep themselves safe when using online technologies.

Goldington Green Academy Catchment Area Map

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

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



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

01234 718120

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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