Grange Junior School
Catchment Area, Reviews and Key Information

School Guide Rating

Grange Junior School, Franklin Road
PO13 9TS
7 - 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. You became co-headteachers of the school in April 2015. Together, you act with determination to maintain the ethos and to make the school even better. Your investment in developing leaders across the school is helping to ensure that everyone plays their part in getting the best out of pupils. Staff, governors and parents have confidence in your leadership. They recognise and value how you place pupils at the heart of everything you do. Staff commit to and support this vision, encouraging pupils to aim high and do well. As one member of staff said: ‘Leaders are driven to ensure that the best opportunities are afforded to all children and staff.’ Pupils enjoy being part of your school. They are confident and happy, and work well together in lessons. They respect each other and the adults that support them, both with their learning and with other problems they may have. If they occasionally do not meet the school’s high expectations, they understand and respond to the clear systems in place that help them stay safe and get things right next time. Pupils look for ways to help themselves and each other when they ‘get stuck’ with their work, but know that teachers will support them if needed. Pupils enjoy taking on responsibility within the school, such as being a ‘Grange guardian’ or a member of the school council. They understand that this helps them develop the skills they will need as citizens in modern Britain. Since the last inspection in 2013, there have been many changes to the staffing in the school. As well as you becoming co-headteachers, a number of teachers have left and joined the school, including some who hold middle leadership roles. By reviewing and adapting leadership roles within the school, you have made sure that staff at all levels are held increasingly to account for how well their work helps pupils achieve and flourish. Governors improve their understanding of the school’s work by working closely with staff. This is helping governors to ask challenging questions, so they can be sure that leaders’ work is making a difference to outcomes for pupils. Your focus on improving the quality of teaching across the school has led to pupils’ progress in writing now being well above the national average. You and your staff are now working hard to make similar improvements in mathematics. Teachers work together to make sure pupils have the opportunity to apply their learning in mathematics to solving problems. However, pupils are not currently challenged consistently well. Consequently, pupils who finished key stage 2 in 2016 made below-average progress and achieved well below others nationally. This was particularly the case for those who were middle and high attainers at the end of key stage 1. You recognise that, although your pupils make good progress in reading and writing over the course of key stage 2, they do not achieve as well in reading and mathematics as other pupils nationally. This is because their starting points are typically low. You know that leaders and teachers need to make sure teaching meets pupils’ individual needs more closely, and that progress must be monitored carefully. This will enable pupils to make rapid progress throughout their time at the school and help them to catch up with their peers nationally. Safeguarding is effective. Caring for pupils and keeping them safe are the cornerstones of everyone’s work at Grange Junior School. Leaders work together effectively to make sure everyone understands pupils’ individual needs, especially those whose circumstances make them vulnerable. Pupils and their families value the home–school link workers’ helpful, sensitive and practical support. This encourages pupils to attend school regularly and helps them to start each school day ready to engage with their learning. Leaders work closely with the local authority to support pupils at risk of permanent exclusion, and those whose health affects their attendance at school. Meeting these pupils’ specific behavioural and emotional needs in the long term sometimes means their attendance at school drops in the short term, while they benefit from other support away from school. Consequently, attendance figures are currently slightly below the national average. Leaders and staff are relentless in their actions to ensure that all pupils attend school regularly.

Grange Junior 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
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

01962 847456

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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