Jesse Gray Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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This school has 1 parent review


Musters Road
West Bridgford
Nottingham
NG2 7DD
01159748002
Pupils
434
Ages
4 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(20/9/16)
Full Report - All Reports
84%
NATIONAL AVG. 65%
% 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 have sustained the significant strengths noted at that inspection, notably in the care, guidance and support for the pupils and in the provision for pupils who have special educational needs and/or disabilities. You have tackled the areas for improvement effectively, utilising performance management of the staff and professional development opportunities skilfully. You have focused sharply in your work to monitor the quality of teaching on looking at how well the pupils are making progress. Your work has resulted in a consistent and coherent approach to the ways in which the teachers assess the pupils’ progress. As a result, the pupils are given clear guidance that helps them to make good progress in reading, writing and mathematics; your approach is not as effective in other subjects. The culture, ethos and values of the school are strong and permeate your daily work. The impact of that work is apparent in the pupils’ positive attitudes to the school, to learning and to life in general. The pupils imbibe the Jesse Gray values through formal teaching and assemblies that teach them about things such as respect. They gain from the consistently respectful manner in which the staff treat them and the high level of care that you and the staff demonstrate for them. They learn to hold mature conversations about values, such as respect for others. They develop and are able to express cogent views about the importance of democracy, as a result, for example, of their experience of elections to roles such as house captain. The curriculum is broad and balanced. Displays of good-quality work by the pupils throughout the school create a rich and vibrant environment that supports the pupils’ spiritual, moral, social and cultural development well. I was struck particularly by lovely examples of art work in the style of van Gogh, a selection of prose and poetry by the pupils about things that symbolised spirituality to them (a truly fascinating array of individually chosen things). I also enjoyed hearing pupils learning to play musical instruments. You and your colleagues stress consistently your concern for the progress of every pupil. You demonstrate that commitment particularly in the very detailed accounts that you are able to provide about things that affect the pupils’ learning and the ways in which you have supported each of them. Generally, the pupils make good progress. Nevertheless, you pay close attention to what your information tells you about how well different groups of pupils are doing. The differences between the groups are not major. You have, however, been astute in noting that not enough pupils make sufficient progress to exceed the expected standard in the end-of-key-stage assessments; that is so particularly for pupils from minority ethnic backgrounds and the most able disadvantaged pupils. Safeguarding is effective. You have ensured that all safeguarding arrangements are fit for purpose. The staff understand and use properly the school’s systems for reporting any concerns. You make sure that people working at the school who are not employed by the school also know what to do. The staff are alert to potential early warning signs that might indicate that a pupil needs additional help. Any such concerns are followed up quickly. You work well with external agencies to make sure that pupils receive any additional support that they need. In individual cases, you have shown that the school is prepared to go above and beyond what might be expected in order to help a pupil. You showed me examples where such efforts had led to important improvements in pupils’ attitudes, self-confidence, attendance and progress, as a result of considerable efforts to assist the pupils’ families, as well as the pupils themselves. The governing body has ensured that the staff are trained and kept up to date with safeguarding matters. You have been prompt in ensuring that the very latest government guidance has been passed on to the staff.

Jesse Gray 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
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



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

0300 500 80 80

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.

Jesse Gray Primary School Reviews

Average Rating:

BY PARENTS, FOR PARENTS

“My child loves school”
AUTHOR:
"> Jesse Gray is a very adaptive atmosphere, especially for children with additional needs.
Your rating:
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