Grosvenor Road Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
530
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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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
0161 909 6508

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
NATIONAL AVG. 2.08
Ofsted Inspection
(17/1/19)
Full Report - All Reports
66%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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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

Parkgate Drive
Swinton
Manchester
M27 5LN
01619211200

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead the school with purpose and determination. You and your effective leadership team share a powerful common vision. This emphasis on continual school improvement is summarised in the mission statement: ‘Be the best you can be.’ Your calm, considered and collaborative leadership ensures all staff are valued. They respect you and your leadership. You, your senior leaders and governors have an accurate understanding of the quality of education that you provide. Leaders closely analyse information about all aspects of the school’s work and take insightful action to make further improvements. Curriculum leaders are skilled in mapping out and setting high expectations for the knowledge and skills required for pupils in every year group. They have been well supported and are now effective leaders of their subject areas. Whole-school systems allow subject leaders to audit the quality of provision and devise appropriate action plans. Current improvement actions and initiatives to develop the quality of teaching and learning are bearing fruit. However, they have yet to ensure that teachers have consistently high expectations of what pupils can achieve in reading and writing, especially the most able pupils. Pupils’ work shows that a wide-ranging curriculum is taught and there are opportunities to apply English and mathematical skills to a range of subjects. The curriculum is enriched through out-of-school trips, visitors to school and opportunities to pursue a variety of sporting and social activities. Challenging activities for pupils include opportunities to participate in national mathematics competitions and a range of competitive sporting events. Early years staff ensure that children have a high-quality learning environment. They know their children well and focus their work on developing children’s vocabulary and providing a rich experience for children on entry to school. This is built on effectively throughout key stage 1. While all pupils experience a broad and rich curriculum, the focus on reading and writing throughout key stage 1 is a strength. As a result, pupils achieve well in their phonics in key stage 1. Governors have a range of skills and experience that they use to offer leaders appropriate support and challenge. They have reorganised their meeting structures to ensure they are even more effective. They access useful training and have a very clear understanding of the school’s strengths and areas for development. Governors’ regular visits to the school are well organised. They provide useful information which is shared with the rest of the governing body. Governors take account of a wide range of information about the school, including work scrutiny, learning walks, discussions with parents and pupils, nationally published data, local authority reviews and information from a range of leaders. Meetings between governors and staff keep governors informed about all aspects of the school’s work and maintain a focus on school improvement. As a result of this, governors have ensured that resources such as additional funding, including the pupil premium and PE and sport premium, is used effectively. At the last inspection, leaders were asked to improve the quality of teaching further. Since then, there have been changes in teaching and support staff. You have restructured leadership roles and appointed a new deputy headteacher. This has strengthened the school’s capacity to secure and sustain improvements to the quality of teaching and learning. There is a culture of professional learning and teamwork across the school. This has had a positive impact on the quality of teaching and learning overall. Leaders were also asked to further improve pupils’ progress and ensure that the most able pupils were more consistently challenged to reach the highest standards of which they were capable. Over the last three years, outcomes at the end of key stage 2 have been improving, and in the last set of published test results pupils attained at around the same level as their peers nationally in reading, writing and mathematics. Pupils’ progress though, in particular most-able pupils and those for whom pupil premium funding provides support, has not historically been strong enough. However, as a result of better teaching and decisive action taken by leaders, all groups of pupils are now making improved progress across the curriculum. Work in books, listening to pupils read and the school’s own data show improvement. You have identified the outcomes for more-able pupils as a continuing priority for improvement in the current academic year. Teachers now plan and provide a rich diet of activities to engage pupils during playtimes. This is enhanced by a wide range of activities outside of the school day. Pupils’ behaviour is exemplary. They are caring, thoughtful and confident, and respond positively to high expectations. While the vast majority of pupils enjoy coming to school and attend regularly, there is still a small proportion of pupils who are persistently absent.

Grosvenor Road Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 80% Agree 20% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>80, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 54 responses up to 21-01-2019
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Figures based on 54 responses up to 21-01-2019

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Figures based on 54 responses up to 21-01-2019

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Figures based on 54 responses up to 21-01-2019

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Figures based on 54 responses up to 21-01-2019

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Figures based on 54 responses up to 21-01-2019

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Figures based on 54 responses up to 21-01-2019

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Figures based on 54 responses up to 21-01-2019

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Figures based on 54 responses up to 21-01-2019

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Figures based on 54 responses up to 21-01-2019

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Figures based on 54 responses up to 21-01-2019

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Figures based on 54 responses up to 21-01-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
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