Gorse Hill Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Burleigh Road
Stretford
Manchester
M32 0PF
01618651209
Pupils
390
Ages
3 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(11/4/18)
Full Report - All Reports
46%
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 last inspection. Together with other leaders, you have created a happy and caring community in which the whole school team works hard to ensure that all pupils have a well-rounded education. Pupils make good progress in most aspects of their school life. You provide strong leadership and have shown great determination to further improve the school. You know the school well and your evaluation of strengths and areas that need further improvement are accurate. Your school development plan ties in closely with your evaluation and it identifies appropriate actions to ensure further sustained improvement. For example, you acknowledge that improvements to the teaching of writing need to be built upon further to ensure that the most able pupils make faster progress. You also recognise the need to strengthen some of your systems for encouraging good attendance in order to further reduce rates of absence. Your passion and vision for the school is shared by all. There is a commitment to the school motto of ‘working together to do our best’, which is embedded in all aspects of school life. The school’s distinctive ethos and strong values underpin your day-to-day work and provide the school community with a strong moral purpose. All leaders and staff work in unison to drive improvements with a strong sense of teamwork. Staff feel motivated and respected. They spoke positively about the support you give them and how your leadership has helped to move the school forward. The middle leader who has responsibility for improving the quality of subject leadership has begun to develop the effectiveness of those who have responsibility for coordinating teaching in different subjects. As a result, improved subject leadership is leading to more effective teaching across the curriculum and better outcomes for pupils. This is evident, for example, in the improved teaching and outcomes in reading. You have ensured that the school’s strengths have been built upon since the previous inspection. Pupils continue to be very happy and enjoy their learning. Their behaviour is excellent and they are polite and courteous towards others. You have continued to provide pupils with an impressive array of opportunities to enrich the curriculum through trips, special ‘theme weeks’ and visitors. For example, pupils in Year 5 were excited to embark upon a residential outward-bound trip during my visit. Physical education continues to be a strength of the school’s work and pupils are very proud of their success when representing their school in inter-school sporting tournaments. As a result of these strengths, parents and carers continue to be wholly supportive of the school. They feel valued and appreciate leaders’ actions to ensure that they play an integral role in their children’s education. The governors of the school are totally committed to the pupils. The governing body has a good understanding of the school’s strengths and weaknesses. Governors know how well the school is doing compared to other schools nationally. They are passionate about their roles, are regular visitors to the school and ensure that you and your team are held to account for the school’s continued improvement. You have been partially successful in addressing the areas for improvement that were identified during the previous inspection. At the last inspection leaders were asked to improve pupils’ progress in writing. In particular, the progress of the most able pupils was raised as a concern. You have implemented a coordinated strategy for improving the teaching of writing. For example, teachers now provide pupils of different abilities with clear guidance on how to improve the quality of their writing from their different starting points. Teachers deliberately plan lessons that aim to fire pupils’ enthusiasm and increase their enjoyment of writing. For example, in one class we saw pupils using their knowledge of volcanoes when writing a report. You have also ensured that greater attention is given to the development of pupils’ spelling, punctuation and grammar. For example, pupils are provided with routine opportunities to edit their own work, with a clear focus on improving the technical accuracy of their writing. Teachers also provide pupils with regular opportunities to develop their writing in a range of subjects. As a result of these actions, pupils are making stronger progress in their writing. In 2017, for example, the proportion of pupils attaining the expected standard in writing improved in both key stages. Despite this, teaching has not improved for the most able as consistently as it has for other groups. When we visited classes and looked at books, there was some good evidence to indicate that more pupils are working at greater depth. However, we also identified that teachers do not consistently challenge the most able pupils as effectively as other groups. As a result, you recognise that teachers’ expectations of what the most able pupils are capable of achieving can increase further so these pupils are provided with greater challenge during lessons.

Gorse Hill Primary School 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

0161 912 2000

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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