Hemingford Grey Primary School
Catchment Area, Reviews and Key Information

School Guide Rating

St Ives Road
Hemingford Grey
St. Ives Road
PE28 9DU
5 - 11
Community school
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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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are rightly proud that Hemingford Grey Primary School is a welcoming, caring school in which pupils develop the skills and the security that they need to become enquiring and confident learners. Staff and pupils have worked, together, to define the school’s values of ‘resourcefulness, reflectiveness, resilience, relationships, risktaking and respect’. These are a lived reality in the school’s day-to-day life and work. Pupils are unfailingly polite and cooperative in their learning and during social times. They get to work quickly, are keen to find out new things, and know how to do so. They keep trying when they encounter difficulty. Pupils enjoy thinking deeply about the ‘big questions’ that they are asked to consider. They listen carefully to each other’s views and understand, in the words of one pupil, that ‘sometimes getting it wrong first helps you to get it right later’. Staff have successfully ensured that the outstanding behaviour and positive relationships noted at the time of the previous inspection have been maintained. All parents and carers who responded to Parent View, the Ofsted online survey, agree that the school ensures that pupils are well behaved. Parents also expressed their appreciation of the wide range of activities that pupils can engage in outside of their taught lessons. In the words of one parent, ‘Teachers work tirelessly to enhance school life.’ Pupils benefit from a multitude of trips and visits and many engage enthusiastically in the wide range of competitive sport fixtures. Others help to collect eggs from the school’s hens and grow vegetables in the allotment that are used by the school’s catering team. Art and photography are particularly popular; the high-quality drawings, paintings and photographs displayed around the school demonstrate pupils’ mastery of a range of techniques. Parents also appreciate the many workshops that provide them with guidance on how to support their children’s learning, including in reading and mathematics. You have worked with your team of leaders to find the most effective practice in other schools and to use that to inform your plans for improvement. These are well focused and based upon a secure analysis of strengths and areas for development. You have focused upon ensuring that from the time that they join the school, all pupils learn how to plan pieces of work, complete research, and use different ways to solve problems or to present their findings or ideas. By the time pupils reach key stage 2, these ways of working become second nature. They help pupils to find things out for themselves, to show resilience in the face of difficulty, and to evaluate information and ideas. Pupils also learn how to use knowledge and skills in one subject to enhance their learning in another. Teachers show pupils how to write in a manner appropriate to the task at hand, using subject-specific academic language. Although this helps to prepare them well for the next stage in their education, you acknowledge that there is more to do to ensure that pupils’ spelling is as secure as it should be. Teachers value the training that you provide because it helps them to make the changes needed to fulfil the school’s improvement plans. Additional training has ensured that each of biology, chemistry and physics are taught with confidence. Pupils’ science work is particularly strong. It demonstrates their ability to establish a hypothesis, carry out an experiment to test it, and write up a conclusion. Your analysis of 2017’s key stage 2 test results in mathematics indicated that some pupils struggled when asked to use their knowledge to solve real-world problems. Training has enabled teachers to use a range of different techniques that are helping pupils of all ages to develop this ability well. Further evidence of the improving quality of teaching, learning and assessment can be seen in the good and improving pupil achievement in both the early years and key stage 1, and in the foundation subjects throughout the school. However, in subjects within the wider curriculum, teachers’ assessment of what pupils know and can do is insufficiently precise. This limits teachers’ ability to plan tasks that accelerate pupils’ progress even further. The governing body provides you with strong support and challenge. Governors acknowledge that the poor progress and low attainment of some pupils in the key stage 2 national tests in mathematics were not anticipated. Governors have worked with you to arrange external checks upon the effectiveness of teaching in mathematics and the accuracy of assessment. They are also making regular visits to the school to see the impact of the changes that you and other leaders are making. They are offering precise and robust challenge to leaders over the progress that pupils make.

Hemingford Grey Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

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 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.

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