Hawkedon Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
622
AGES
4 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
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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
01189 746 000

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
(26/9/18)
Full Report - All Reports
86%
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

Hawkedon Way
Lower Earley
Reading
RG6 3AP
01189667444

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. During this time, you have redesigned and reinvigorated the senior leadership of the school. Leaders at all levels are well trained and given the right amount of challenge, trust and support to thrive in their roles. Parents are, rightly, delighted to send their children to the school. One parent summarised the thoughts of many, noting, ‘I love the school, the staff here are so friendly and caring.’ This is a happy school where everyone is welcome and able to achieve. Pupils are polite, hardworking and courteous. They value their school and appreciate the range of opportunities to pursue their interests. They particularly enjoy the clubs and activities they are able to attend, such as hockey, tag rugby, fencing and archery. Pupils play happily together in the well-equipped playground. They report that they feel safe in school because bullying is extremely rare and staff are always on hand to help out when needed. At the time of the inspection, pupils in the early years had only been at school for three weeks. Nevertheless, these pupils have integrated well, following the rules and showing great attitudes towards their learning. In class, pupils are diligent and attentive. They try hard to meet their teachers’ high expectations and work well with their classmates to discuss their thoughts and ideas. For example, in Year 1, pupils investigated ways to partition numbers, patiently listening to and recording each other’s different methods for solving the problem. Teachers and teaching assistants know the pupils well and offer tailored support to help pupils understand and complete their tasks. As a result, classrooms are happy and productive spaces where pupils feel confident and try their best. Governors are well organised and appropriately curious. They understand their roles and responsibilities and use these to ensure that their work is sharply focused. For example, the safeguarding committee checks the absence patterns of groups of pupils in the school to ensure that no group is disadvantaged by poor attendance. The governors have relished the opportunity to work with other governing bodies. This has enabled them to strengthen their expertise and challenge leaders to improve the school further. Since the previous inspection, you have improved systems for supporting and developing teachers. Leaders at all levels visit classrooms often, offering staff bespoke and focused feedback to help them improve their practice. Using this information, leaders pair staff with particular skill sets, allowing them to share ideas and learn from each other’s strengths. As a result, the quality of teaching across the school is continually improving. Safeguarding is effective. Child-protection documents are detailed and well maintained. Leaders and governors ensure that statutory checks and training are completed on all new staff before they commence employment. Staff know their pupils well and use their training to identify and report any concerns they have to leaders. When a concern is raised, leaders waste no time, working with families and external agencies, in getting pupils the help they need. Parents receive useful information on internet safety, which helps them to keep their children safe from harm online. Pupils spoke confidently about staying safe in the community, particularly around roads and rivers, and about what to do if approached by a stranger. Pupils understand their responsibility to keep themselves and their friends safe. Inspection findings At the start of the inspection we agreed to look at: the effectiveness of safeguarding arrangements; the progress of pupils, including those who are disadvantaged, in writing; the quality of teaching in mathematics; and how effectively leaders and governors evaluate and improve the school. Over the past two years, leaders have worked hard to improve pupils’ skills and attitudes towards writing. They have revitalised the range of books and texts pupils read to ensure that they develop a broad range of vocabulary and an understanding of the different ways that writing can be used. In English lessons, pupils write well for a range of purposes. Their writing is thoughtful and interesting, conveying clear messages to the reader. However, in some lessons, particularly the humanities, pupils do not write at the standard they are capable of.

Hawkedon Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 79% Agree 21% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>79, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 110 responses up to 03-10-2018
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Figures based on 110 responses up to 03-10-2018

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Figures based on 110 responses up to 03-10-2018

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Figures based on 110 responses up to 03-10-2018

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Figures based on 110 responses up to 03-10-2018

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Figures based on 110 responses up to 03-10-2018

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Figures based on 110 responses up to 03-10-2018

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Figures based on 110 responses up to 03-10-2018

unlock

Figures based on 110 responses up to 03-10-2018

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Figures based on 110 responses up to 03-10-2018

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Figures based on 110 responses up to 03-10-2018

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Figures based on 110 responses up to 03-10-2018

Responses taken from Ofsted Parent View

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