Hazel Grove Primary School
Catchment Area, Reviews and Key Information

3 - 11
Community school

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

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics

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Per month

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

Chapel Street
Hazel Grove

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school remains successful because you provide honest, insightful leadership. Your vision for the school is clear and shared fully by other leaders and by governors. Leaders make sure that the school improves in every aspect, from the early years through to Year 6. You give staff frequent access to training. You seek opportunities for staff to take on new responsibilities in school. Leaders encourage staff to help one another to improve. You give staff the chance to assist the work of other schools. You want your staff to bring back insights that will help your school. Staff morale is high and pupils are happy. A typical comment from a member of staff is, ‘Our ethos builds on support, encouragement, kindness and well-being for all.’ Pupils with whom I spoke agree strongly with this view. Hazel Grove is a calm school where classrooms focus purposefully on learning. Staff place high value on the quality of all pupils’ work. They celebrate many examples of pupils’ learning in attractive wall displays. Leaders promote messages about learning throughout the school, even on some toilet doors. Pupils across the school make good progress in their learning in different subjects. Teaching over time remains good. It is little wonder that the school is an increasingly popular choice with local parents. When inspectors visited the school in 2012, leaders were asked to improve the quality of the school curriculum. Staff now plan and organise pupils’ learning well. Pupils say they learn from regular opportunities to meet visitors. They enjoy taking part in school trips and the chance to attend clubs before and after school. At the previous inspection, inspectors identified that governors did not check the work of the school in enough detail. The governing body now considers the work of the school with much care and precision. They question and debate what leaders tell them. They visit the school frequently and with a clear focus to understand the work of staff and leaders. They are unafraid to challenge leaders. Governors confidently seek insight about the quality and direction of the school’s improvement. Inspectors also asked leaders to improve how they check and review the work of the school. You have addressed this issue with success. Improvements are now tracked and measured more precisely. More leaders now contribute to the debate about and analysis of how well the school is improving. Your current priorities for improvement draw from your well-informed analysis of the school. For example, in mathematics leaders correctly spotted some weaknesses in boys’ learning in key stage 1 in 2016. Clear actions by leaders and staff are leading to improvements in mathematics for many pupils this year. Throughout the school, there is a clear sense of unity and purpose in the leadership team. Pupils’ attendance is average and the attendance of most groups of pupils is good. However, not enough disadvantaged pupils attend school as often as they could. Leaders and governors are aware of this issue. They are taking steps to drive improvement but it is too soon to see the impact. In the past, disadvantaged young children in the school have not achieved as well as other children nationally. Disadvantaged children now in the Reception class achieve well because of improved support for them and their parents. A key strength of the school remains the positive attitudes and behaviour of pupils. They are keen, polite and well mannered. They want to learn. Staff and leaders focus closely and successfully on helping pupils to be ready for many of the opportunities of life in modern Britain. For example, pupils are respectful of differences between themselves and others. They understand how to respect rules and express differences of opinion appropriately. Even so, I identified that pupils do not have enough understanding of different faiths and religions. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Communication between staff and with parents is good. Leaders and staff discuss emerging concerns about pupils’ well-being regularly. Leaders track and review not only the individual cases, but also the pattern of issues arising in the school. They maintain close links with external agencies to help pupils and their families. Child protection training for staff and governors is frequent. Staff receive regular extra updates from leaders about local and national safeguarding issues. Pupils benefit from regular, well-planned opportunities to learn about safety, for example such as how to stay safe when online. They told me they can share any concerns about school or home life with staff. Staff frequently share advice with parents about keeping pupils safe.

Hazel Grove Primary School Reviews

Average Rating:


“Needs better leadership”
"> School have not well supported the children during COVID. My daughter has had one phone call since the school closed. She has submitted over 20 pieces of work each week and on average, gets less than one piece of feedback per week. In my experience, rules exist to benefit the school and consideration of the parents is poor e.g. children are no longer allowed to bring a bag to school - even those who split their time between two parents and need to take things between houses, short notice for events, picking up items from school. Rules are hard and fast. Teachers are great at engaging with the children and children are very fond of the teachers. Clear that the teachers do not agree with some policies and do not have the autonomy e.g not allowed to take a common sense approach without involving head teacher. Teachers are willing to put themselves out there and be a bit daft to engage the children. Homework comes home as a grid so the children can direct their own learning and explore their own interests
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