Howard Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
217
AGES
7 - 11
GENDER
Mixed
TYPE
Academy converter
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
0344 800 8020

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
(17/10/17)
Full Report - All Reports
66%
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

Parkway
Gaywood
King's Lynn
PE30 4QJ
01553774511

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your leadership team have ensured that the school is a happy and vibrant place for pupils to learn. You have created a stimulating learning environment which extends beyond the classrooms into the corridors. Your ‘Harry Potter’ themed library is inviting and encourages a love of reading both fiction and non-fiction books, particularly for boys. Your ‘Doctor Who’ corridor, into which pupils enter through a traditional police box door, makes innovative use of digital communications technology and motivates pupils to be inquisitive and curious learners in the presence of characters from the television series. You and your subject leaders plan strategically for school improvement. Indeed, every subject leader has produced an improvement plan which forms part of your whole-school planning process. When considered as one document, there is potential for this to become unwieldly, and it would benefit from being streamlined so that it is easier to measure progress and it becomes more user-friendly, especially for the governing body when they need to hold you to account. Pupils are very well-mannered, wear their uniform with great pride and speak very positively of the opportunities they are given in school to learn and make good progress. You have maintained high levels of behaviour in the school by rewarding pupils who do the right thing, and using appropriate sanctions for pupils who do not meet your and their teachers’ expectations. When I visited lessons to observe pupils learning, I was impressed by the host pupils who welcomed me with a handshake, explained what they were learning and invited me to ask them questions. Teachers convey enthusiasm for their subject and carefully plan for pupils’ learning. This planning includes a range of tasks which aim to challenge pupils, whatever their ability. I observed pupils making well-considered choices about whether to select a ‘paddling’, ‘snorkelling’ or ‘diving’ task, with many choosing the moredemanding ‘diving’ tasks. Pupils work well together in lessons, make good use of resources, including the digital tablets which all pupils are loaned during their four years at the school, and know the targets they are given by their teachers. I observed pupils keenly using digital tablets in a computing lesson where they were using computer gaming activities to deepen their understanding of computer coding in your ‘Spark Lab’. Pupils’ progress in 2017, at the end of key stage 2, was average in reading, well above average in writing and above average in mathematics. Boys’ progress was weaker than girls’ in reading, and some pupils with high prior attainment did not make the progress they should have in mathematics. Because progress in reading dipped in 2017, this meant that the combined score for reading, writing and mathematics fell below the national average. You have rightly identified that pupils’ spelling is a weaker feature of the grammar, punctuation and spelling test, and my scrutiny of pupils’ books supports this finding. However, your school improvement planning correctly identifies the need to address all of these weaknesses, and your proposals to put matters right are appropriate. Your work with disadvantaged pupils in the school is successful, and differences between this group of pupils and non-disadvantaged pupils nationally are diminishing rapidly. Safeguarding is effective. Safeguarding children is a high priority throughout the school. All staff have received and read the latest guidance, ‘Keeping children safe in education’ (2016), and demonstrate a strong awareness of safeguarding issues. All staff have also undergone training in the government’s ‘Prevent’ duty. Staff, including those who join the school mid-year, receive up-to-date training on safeguarding matters. The school’s record of recruitment checks of the suitability of staff is compliant with current requirements. Records of pupils who are at risk of abuse or neglect, or who are deemed to be vulnerable, are very well maintained and informative. Records are kept securely and show clearly how concerns have been resolved. Appropriate external agencies are informed as and when necessary.

Howard Junior School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 39% Agree 28% Disagree 14% Strongly Disagree 15% Don't Know 3% {"strongly_agree"=>39, "agree"=>28, "disagree"=>14, "strongly_disagree"=>15, "dont_know"=>3} Figures based on 71 responses up to 10-07-2018
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Figures based on 71 responses up to 10-07-2018

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Figures based on 71 responses up to 10-07-2018

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Figures based on 71 responses up to 10-07-2018

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Figures based on 71 responses up to 10-07-2018

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Figures based on 71 responses up to 10-07-2018

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Figures based on 71 responses up to 10-07-2018

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Figures based on 71 responses up to 10-07-2018

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Figures based on 71 responses up to 10-07-2018

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Figures based on 71 responses up to 10-07-2018

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Figures based on 71 responses up to 10-07-2018

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Figures based on 71 responses up to 10-07-2018

Responses taken from Ofsted Parent View

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