Guildford Grove Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
416
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
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, ONS
0300 200 1004

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(27/11/2018)
Full Report - All Reports
49%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Southway
Guildford
GU2 8YD
01483504713

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since becoming headteacher in 2014, you have developed the school, building on the strengths created by previous leaders, by providing exciting learning opportunities for pupils so they progress well in all subjects. There is a sense of pride, with all staff sharing the vision and purpose of making the school the best it can be. Parents are highly positive and this is reflected in the comment made by one parent, who wrote: ‘This is a lovely school and I couldn’t be happier. The teachers are approachable and create interesting and exciting lessons that my daughter is excited to tell me about after school.’ Undoubtedly, one of the school’s many strengths is the passionate leadership that all leaders bring to their roles. They work closely together and so have a clear understanding of the school’s strengths and where further improvements may be made. You have implemented a structured programme of professional development that encourages staff at all levels to reflect upon and develop their skills. Consequently, teaching is consistently lively and engaging, helping pupils to progress well across the school. You support the development of leaders by allowing less experienced staff to prepare themselves to become future leaders. In this way, you have created a sustainable model of leadership which has strong capacity to improve the school further. You and your leadership team are outward-looking and research new ideas thoroughly before implementing them. You have established very effective working relationships with the Guildford Educational Partnership (GEP) since the school became part of this multi-academy trust in 2016. You and other staff visit other schools to learn from each other and share skills and talents to secure further improvements. As a result, actions taken to improve the school have been highly effective. Senior leaders have high expectations and this is reflected in the quality of the school’s environment. There are vibrant displays of pupils’ work in corridors and classrooms. These show work that is of high quality in many subjects. This has created a calm and purposeful learning environment in which all pupils feel safe and valued. You have established a culture which is fully inclusive and one in which all pupils, regardless of background, are warmly welcomed. Pupils love their school and this is reflected in their positive attitudes and the exemplary behaviour seen around the school. Pupils get on very well together and relish learning about the world in which they live. You have successfully tackled the key issues identified when your predecessor school was last inspected. You have increased the proportions of pupils who reach the higher standards in reading, writing and mathematics at the end of Year 6. Work in pupils’ books shows that there are plenty of opportunities for pupils to write extensively across a range of different subjects, including mathematics and art. However, you are aware that more needs to be done to improve the quality of pupils’ writing. You also know that a very few teachers do not consistently ensure that pupils act on the helpful comments made about their work. Safeguarding is effective. There is a strong culture of safeguarding within the school. All staff have received high-quality training to help them recognise the signs that a pupil may be at risk of harm. Records are kept electronically so that leaders can build a picture of concerns and act quickly, should it be necessary. Leaders ensure that all adults who work in, or visit, the school are checked for their suitability to work with pupils. Leaders are diligent about following up concerns so pupils and their families get the right support in a timely way. All records are very well maintained and fit for purpose. Pupils say that they feel very safe in school. They say that all adults understand their needs and intervene quickly should a problem arise. Pupils learn about bullying through activities such as those they recently took part in during the school’s antibullying week. Pupils say that bullying is rare and that it is dealt with rapidly. They know about staying safe when using technology and that it is unsafe to communicate with strangers when using the internet. Through locally sponsored schemes, such as Junior Citizenship, pupils are taught how to stay safe outside school. Inspection findings During this short inspection, I focused especially on: – the extent to which pupils, especially those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, achieve as well as they should – the effectiveness of teaching, learning and assessment, particularly in English, across the school – how effectively the curriculum promotes opportunities for pupils to write across a range of subjects. Disadvantaged pupils as well as those with SEND are suitably challenged in school and make good progress. Work in pupils’ books shows that both groups of pupils are making rapid gains in their learning and are on course to meet their challenging targets. The school’s own information shows that a substantial number of disadvantaged pupils have additional barriers that prevent them from attaining similar standards to their classmates. The special needs coordinator works alongside teachers to create support packages to help these pupils to access learning within classrooms. In many classes, highly trained teaching assistants work alongside pupils, carefully breaking learning down into small steps so pupils understand what they are expected to do. Some pupils who have more complex needs are provided with special programmes of work. These are designed to address their particular needs so that they can later join in with the learning activities provided for other pupils. Teaching is consistently effective across the school allowing pupils to progress well in reading, writing and mathematics. In classrooms, teachers ensure that language-rich displays help to tackle the weak language and communication skills shown by some pupils. Teachers are skilled at checking pupils’ learning and moving them on quickly when they are ready. Teachers ask questions that make pupils work hard. Teachers’ questioning also builds on pupils’ responses to extend their learning. Pupils progress well because teachers plan work that meets their different learning needs. Relationships between adults and pupils are strong and inspire pupils to engage positively in lessons and behave well. Teachers typically use imaginative methods including animations and high-quality books and texts to stimulate pupils and inspire them to learn. For example, in a Year 1 English lesson, the teacher showed pupils a video clip of penguins moving about on the ice. She introduced words such as ‘huddled’ and ‘scrambled’ and explored the meaning of these with pupils, enriching their vocabulary. Pupils were thoroughly engaged while also developing vocabulary to help them to write about the lives of penguins. Often, pupils are provided with colourful prompts that act as reminders about how they may organise their thoughts to structure their writing. Pupils learn by sharing ideas with partners or by listening carefully to whole-class discussion. As a result, they have a lot to write about and develop the fluency and confidence to express their ideas. Pupils have extensive opportunities to write at length in all subjects. Much of this links to high-quality books that feature in all classrooms. For example, pupils in Year 6 were writing about different aspects of ‘A Christmas Carol’ by Charles Dickens. This gave them clear insight into aspects of life in Victorian times. In Year 2, pupils were learning about the Wars of the Roses. The teacher brought learning to life by showing them an animation video clip of one of the battles. Prior to this, the teacher asked pupils to listen to the video clip carefully to think of some questions they would like to ask. There was a real buzz in the classroom as pupils discussed and shared their ideas in preparation for writing.

Guildford Grove Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 26 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>23, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 26 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>31, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 26 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>12, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 26 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>15, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 26 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>35, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 26 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>23, "disagree"=>0, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 26 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>27, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>23} UNLOCK Figures based on 26 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 26 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 26 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 26 responses up to 27-11-2018
Yes No {"yes"=>96, "no"=>4} UNLOCK Figures based on 26 responses up to 27-11-2018

Responses taken from Ofsted Parent View

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