Hallfield Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
374
AGES
2 - 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
020 7745 6433

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
(6/3/18)
Full Report - All Reports
72%
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

Hallfield Estate
London
W2 6JJ
02070874960

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. With the support of an able senior leadership team, you provide a very clear sense of direction for the school. You have ensured that the areas for improvement from the previous inspection have been successfully addressed. Since you were appointed as headteacher in September 2015, you have developed a common curriculum structure that underpins the teaching and learning in your school. This structure ensures a clear progression of knowledge and skills, which pupils are expected to learn across subjects in all year groups. Phase leaders offer teachers timely support during planning sessions to ensure that pupils receive effective learning experiences. As a result, pupil outcomes in national examinations have been similar to, and, in some cases, above national average. You are aware, nonetheless, that disadvantaged pupils in key stage 1 need to be stretched and challenged so that a higher proportion of them achieve the greater depth standard in reading and mathematics. Staff are highly supportive of you. All those who responded to Ofsted’s online survey say that they enjoy working at the school and are proud to do so. They feel that the school has a culture that encourages calm and orderly conduct, and that school leaders are aspirational for all pupils. Parents and carers are overwhelmingly positive about your leadership and the quality of education provided by the school for their children. They appreciate that you are approachable. They are also very complimentary of the work of teachers. One parent commented: ‘Teaching staff know the children very well and they individualise instruction to a child’s appropriate level.’ The pupils are well behaved in lessons and around the school. They relate well to adults and to visitors, and talk enthusiastically about their work. They take good care of each other. They attend school regularly and arrive on time. They enjoy learning, concentrate well, are articulate and are rightly proud of their many achievements inside and outside the classroom. Governors are well informed and provide strategic support to you and the school. They know the school well, drawing on a range of sources of information to reach an accurate view of it. They have a good mixture of skills, including in finance and education. Governors are ambitious and offer the right balance of support and challenge. They are confident in the strength of your leadership of the school. Safeguarding is effective. School leaders, including governors, have ensured that all safeguarding arrangements are fit for purpose. They ensure that all staff understand their responsibilities to keep pupils safe. As a result, pupils feel safe in school and they know that they can share any concerns with their teachers. Pupils have a very clear understanding of how to keep themselves safe, at school, at home or online. Pupils talk confidently about different ways to be safe when accessing the internet. The curriculum strongly supports pupils’ safety. The site is secure and entry to the building is strictly controlled. You have appropriate systems for checking on the suitability of adults in the school to work with children. In cases where pupils and families require support from external agencies, leaders have been proactive and vigilant in their communications and record-keeping. Inspection findings For the first line of enquiry, we agreed to look at pupils’ achievement in reading, particularly with regard to pupils from disadvantaged backgrounds. For the last two years, pupils’ progress in reading at the end of key stage 2 was close to the national average. However, in both key stage 1 and key stage 2 a much lower proportion of disadvantaged pupils achieved at greater depth than was the case nationally for other pupils. You are aware of this and you have been working closely with other schools in the borough to address this. Visiting lessons and looking at books in key stage 2 show that you have reviewed your approach to the teaching of reading. There are now plenty of opportunities for pupils to develop the more sophisticated skills of inference and deduction. Teachers are effective at probing pupils’ understanding of texts. As a result, current assessment information shows that a high proportion of pupils in key stage 2, including disadvantaged pupils, are working at greater depth in reading. In key stage 1, pupils show highly developed phonics knowledge, which they use to access a wide variety of reading materials. They receive plenty of opportunities to practise their reading. However, teachers do not encourage disadvantaged pupils to develop their reading comprehension skills further. As a consequence, still only a few of the disadvantaged pupils in key stage 1 achieve the greater depth in reading. We also agreed to look at mathematics in key stage 1. Attainment in mathematics overall was strong in 2016 and 2017. However, the proportion of disadvantaged pupils achieving greater depth in this subject was lower than the national average.

Hallfield Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 73% Agree 27% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 56 responses up to 06-03-2018
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Figures based on 56 responses up to 06-03-2018

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Figures based on 56 responses up to 06-03-2018

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Figures based on 56 responses up to 06-03-2018

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Figures based on 56 responses up to 06-03-2018

unlock

Figures based on 56 responses up to 06-03-2018

unlock

Figures based on 56 responses up to 06-03-2018

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Figures based on 56 responses up to 06-03-2018

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Figures based on 56 responses up to 06-03-2018

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Figures based on 56 responses up to 06-03-2018

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Figures based on 56 responses up to 06-03-2018

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Figures based on 56 responses up to 06-03-2018

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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