Greenmeadow Primary School
Catchment Area, Reviews and Key Information

4 - 11
Community school

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
01793 445 500

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 criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

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.

How Does The School Perform?

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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Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Pen Close
SN25 3LW

School Description

The leadership team has maintained the good quality of education in the school. Since the last inspection, you have ensured that pupils continue to achieve well. For example, in 2016, the proportion of Year 6 pupils reaching the expected level for their age in the combined subjects of reading, writing and mathematics was considerably higher than at the national level. As headteacher you have high aspirations for pupils. You challenge both teachers and pupils to continue to improve their work to ensure that pupils reach the best outcomes. You, your senior leaders and governors evaluate the school’s performance accurately and identify clear actions to raise standards. You track and monitor pupils’ progress during the year and hold teachers robustly to account for the progress of pupils in their classes. This means that the progress pupils make continues to improve. Pupils say they enjoy learning and many are keen to improve their work. The broad curriculum helps pupils to learn well. For example, during the inspection a number of classes were taking part in dance lessons with evident enjoyment and skill. Pupils mention English, mathematics, science, art and physical education as subjects they particularly enjoy learning about. The school is a calm and orderly environment where pupils behave well around the school building, at lunchtimes and within lessons. At the time of the last inspection one of the things the school was asked to do was to improve the reading of boys, particularly those of middle ability. Pupils across the school, including boys, read well and with enjoyment. For example, in Year 2, pupils read confidently to me from their reading books and from a complex text on dinosaurs, making good use of phonics to work out any unfamiliar words. Boys in Year 4 were able to accurately identify the information they needed from a text to answer comprehension questions. Pupils are regularly challenged to extend their reading skills. For example, in Year 5, pupils were challenged to use their skills of inference and deduction when writing questions of their own based on a passage from ‘Oliver Twist’. Year 6 pupils told me they felt that their reading has improved, because they are now reading more complex texts. Safeguarding is effective. Leaders have ensured that safeguarding arrangements are fit for purpose and records are detailed, up to date and carefully maintained. The training they receive means that staff and governors know what to do if they have a concern about a child. The recruitment and induction arrangements for new staff are effective and emphasise the school’s culture of safeguarding children, so that any risk is minimised. Pupils strongly state that they feel safe, happy and enjoy school. They are very clear that they know who to talk to if they have a worry or concern and that adults will quickly help them. Parents agree that their children are happy, safe and well looked after in school. Although some parents who responded to Ofsted’s online survey, Parent View, felt that the school does not deal well with issues of bullying, this was not substantiated during the inspection. Pupils of different ages have a clear understanding of what bullying is and say it does not happen often, if at all. They are very sure that adults will help them sort it out. Inspection findings My first line of enquiry was to check on the progress pupils make across key stage 2. Since the last inspection, pupils have achieved highly in reading, writing and mathematics. However, in 2016, Year 6 pupils’ progress in reading and writing was slightly below the national level. In reading and mathematics, fewer most-able pupils reached higher standards than nationally. Through their analysis, leaders have clearly identified this group as a key focus for the school. However, my visit highlighted that while pupils are very clear about what they need to do to reach the expected standard, it is less clear for the most able pupils what they need to do to improve their work further. You identified that pupils need to widen the vocabulary they use in their writing, and in response you have increased the range of good-quality texts that pupils use. This has resulted in improvements in pupils’ writing; for example, in Year 6, the use of ‘The Arrival’ has led to quality writing from pupils of all abilities using a range of genres. The use of appropriate texts for reading comprehension means that pupils’ reading and writing are both improving further. However, there are occasions in their writing when pupils do not spell correctly the words they learn as a part of their English work.

Greenmeadow Primary School Parent Reviews

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