Hardwick and Cambourne Community Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
557
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
0345 045 1370

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
(16/11/21)
Full Report - All Reports
63%
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

Limes Road
Hardwick
Cambridge
CB23 7RE
01954210070

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. As co-headteachers, you both have a teaching commitment and work in a unified way to lead Hardwick and Cambourne Community Primary School effectively. You both exude a passion to develop a love of learning for all pupils, no matter what challenges they face. As one parent reported, ‘The school has a buzz about it. The children love it and are given amazing opportunities by very dedicated staff.’ Pupils enter your school with various and, sometimes, very complex needs You strive, along with your staff team and governors, to give pupils the best possible start to their education. This shared attitude and vision for Hardwick and Cambourne Community Primary School contributes to it being an inclusive school that welcomes everyone. The school team has risen well to the challenge of adding a new site to its existing building. By working together effectively, you have successfully established one school over two buildings. The intake of pupils has doubled since the previous inspection, and continues to increase. As phases of the new site in Cambourne have been completed, the school has welcomed a significant number of new pupils on a regular basis. You both ensure that staff carefully assess pupils’ needs and starting points quickly so that the teaching they receive meets their needs. However, on occasion, planning and feedback to pupils about how they can improve could be sharper. This is particularly the case for those pupils who enter the school with levels of attainment that are typical for their age, to ensure that they make more rapid progress towards achieving the higher attainment levels. You are both competently supported by staff and governors. They all share your high expectations and ambition for the school and its pupils. The enthusiastic and creative approach of all staff in seeking ways to provide fun, exciting and purposeful learning opportunities is a fundamental feature of the school’s success. Pupils make a positive contribution to the industrious, productive atmosphere and ethos of the school through their good behaviour, enthusiasm, self-motivation and eagerness to learn. Your perceptive approach to self-evaluation provides a firm foundation on which to secure further improvements. You have both identified accurate priorities based on a review of the last academic year. Inspection evidence shows that your evaluations are accurate and work on the areas to develop will further improve the school’s performance. You have both dealt with the areas for improvement that were identified at the previous inspection effectively. You know that more pupils should be making accelerated progress. Teachers plan carefully to make sure that they are considering the needs of all pupils in their class. This includes a whole-school approach using high-level challenge that pupils say ‘makes their brains hurt’ and ‘helps them to think deeply and use what they know to help them get better’. As a result, pupils are making good progress, and more pupils are beginning to make accelerated progress. This includes pupils who have special educational needs and/or disabilities. Topic books from the last academic year demonstrate that pupils are given more opportunities to use their writing skills in all curriculum subjects. A scrutiny of books shows that data handling is taught more regularly as part of the mathematics curriculum, and pupils are applying this knowledge to other subjects such as science and history. Consequently, pupils’ standards of work and their achievement in subjects other than English and mathematics are improving. Despite only having had a couple of weeks in school, the children in the Nursery and Reception classes are very settled and are already showing how independent they are. This is because the adults have used the induction process effectively to get to know the children well before they enter the school. Staff have created a bespoke, purposeful learning environment for children, based on their interests and assessed needs. Routines and systems have been swiftly implemented and children are very clear about expectations. Teachers constantly pursue ways to make learning fun, while ensuring that the demands of all subjects in the curriculum are met. There is an overwhelming sense of excitement and interest in the subjects being taught across the school. Pupils in Years 1 and 2 were thrilled at the prospect of the dinosaur egg hatching and their pending visit to the Natural History Museum. Years 3 and 4 pupils talked excitedly about their learning following their recent trip to Hunstanton. Years 5 and 6 pupils were eager to explain their ‘Golden morning’ times because of the amazing activities they take part in. In particular, Year 6 pupils expressed their enthusiasm about the opportunities that they have to lead events for the younger pupils. Consequently, pupils are very happy and enjoy coming to school. Attendance is consistently good and above national levels. Parents are positive about all aspects of the school’s work. One parent said, ‘The school does a wonderful job in preparing our children to be lifelong learners, to discover new skills, learn the essentials and enjoy their education. The staff are attentive, inspiring and approachable. The heads are dedicated at the highest level, often referring to the school as a family.’ Governors demonstrate a high level of commitment to the school. They share your ambitions that whatever the challenges pupils may face, each pupil should enjoy the very best opportunities to achieve well in readiness for their next steps into secondary education. Governors provide considerable support and increasing challenge to the school to hold leaders to account for the school’s performance. Safeguarding is effective. You have made sure that effective arrangements are in place to safeguard pupils. Rigorous processes for making staff appointments and carrying out all the required checks on adults are well established, checked and reviewed by leaders, including governors. These checks are carried out thoroughly and recorded accurately. You make sure that staff are properly trained and receive regular updates about safeguarding, so that they know what to do if they have a concern about a pupil. The school has an effective system for recording staff worries about individual pupils as they arise. These are followed up scrupulously by senior leaders and resolved in a timely fashion, including by working effectively with parents, carers and other agencies for maximum support to be provided. The leadership team has ensured that all safeguarding arrangement records are clear and of high quality. Staff know about the dangers to pupils from exploitation, radicalisation and extremism. Leaders successfully promote an ethos of shared accountability from all staff no matter what their role. Everyone knows, and commits to being aware, that they are responsible for every pupil’s safeguarding and well-being. Pupils feel safe at all times and know that school is a place where they can share any anxieties that they have, even if anything happens outside school. They say that they feel as though the adults all care about them and want them to be safe. One pupil said that ‘it is like they are our mums and dads at school because our parents are not there to look after us’. The curriculum provides pupils with a very good awareness of e-safety and how to stay safe when using the internet or mobile phones. Inspection findings Based on your evaluation of outcomes for pupils in 2015, you have taken determined and well-focused action to ensure that, in 2016, pupils’ achievement improved further. Current unvalidated information shows that achievement for all pupils is on an upward trend.

Hardwick and Cambourne Community Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 74% Agree 23% Disagree 3% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>74, "agree"=>23, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 160 responses up to 17-11-2021
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Figures based on 160 responses up to 17-11-2021

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Figures based on 160 responses up to 17-11-2021

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Figures based on 160 responses up to 17-11-2021

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Figures based on 160 responses up to 17-11-2021

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Figures based on 160 responses up to 17-11-2021

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Figures based on 27 responses up to 17-11-2021

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Figures based on 160 responses up to 17-11-2021

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Figures based on 160 responses up to 17-11-2021

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Figures based on 160 responses up to 17-11-2021

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Figures based on 160 responses up to 17-11-2021

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Figures based on 160 responses up to 17-11-2021

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Figures based on 160 responses up to 17-11-2021

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Figures based on 160 responses up to 17-11-2021

Responses taken from Ofsted Parent View

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