Greasbrough Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Munsbrough Rise
Greasbrough
Rotherham
S61 4RB
01709740751
Pupils
233
Ages
2 - 11
Gender
Mixed
Type
Academy converter
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(11/4/18)
Full Report - All Reports
66%
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. Based on the evidence gathered during this short inspection, I am of the opinion that the school has demonstrated strong practice and marked improvement in certain areas. This may indicate that the school is improving towards being outstanding. Therefore, I am recommending that the school’s next inspection be a section 5 inspection. You and your effective senior leaders have maintained a strong trajectory of improvement since the previous inspection. You are determined that pupils, many of whom have considerable difficulties in their lives, should achieve the very best they can. As a result, teachers and teaching assistants have demanding expectations of what pupils can do. Pupils respond well to these expectations and reach very high standards in reading, writing and mathematics by the end of key stage 2. Pupils who have special educational needs (SEN) and/or disabilities make strong progress. This is because you and your team ensure that they are supported very well in overcoming their difficulties and that small steps of progress are celebrated. Since the previous inspection, you have ensured that pupils’ excellent behaviour and attitudes have been maintained. Pupils with significant identified behaviour difficulties are making gains in learning how to moderate their behaviour. As a result, fixed-term exclusions have reduced markedly. Pupils’ rates of attendance have improved and the number of pupils who are persistently absent is also reducing, albeit modestly. This is because of the dogged and determined work of your staff. You and the head of school have been tenacious in maintaining the quality of teaching despite a period of difficult staffing issues. You both act with speed where there are any dips in pupils’ performance. You are equally as swift to support staff to ensure that teaching is of a very high quality. Teachers know their pupils well and expertly tailor the tasks they set to meet the needs of different groups of pupils. For example, teachers have made sure that writing tasks interest boys and, as a result, boys’ writing has improved. You are currently tackling pupils’ spelling skills, which do not reflect their otherwise strong writing skills. Teachers’ high expectations and your wise use of the pupil premium funding have been successful in ensuring that there are few differences in the performance of disadvantaged pupils and their peers. Occasionally, leaders’ evaluations of the impact of the pupil premium funding and other aspects of their work fail to capture the extent of improvements. One of the main strengths of the school is the quality of the curriculum. You, with the strong support of the highly effective governors, have maintained a strong moral purpose. You and your team have ensured that pupils’ spiritual, moral, social and cultural development is exemplary because of the dynamic curriculum. Pupils in the early years and key stage 1 have plenty of opportunities to build strong basic skills. From this strong start, they develop a palpable enthusiasm for reading, which continues throughout their time at the school. Pupils enjoy a wide range of engaging and interesting experiences in and out of the classroom. Consequently, they are developing a rich vocabulary and strong knowledge across a breadth of subjects. Pupils are thoughtful, articulate members of the community, who can confidently challenge each other’s ideas. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. You and your team have been successful in establishing a strong culture of safeguarding in the school. All staff are confident in spotting any concerns and reporting them swiftly. Pupils have faith in staff to take action if they have any worries about themselves or any of their friends. Their ability to talk about tricky subjects is a significant factor in helping them to keep themselves safe. For example, Year 6 pupils explained to me strategies that they could use for removing themselves from controlling relationships. Pupils are equally confident in how they can keep themselves safe online. They have a strong understanding of the damage all forms of bullying can do. The school has strong relationships with external agencies. Leaders refer concerns swiftly. They make sure that they attend external strategy meetings and case conferences regardless of school holidays. You and your staff take resolute action in following up referrals, especially when there is any delay in external agencies responding.

Greasbrough 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?

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Some
Few



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

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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