Kenmont Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
186
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
unlock
UNLOCK

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

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, 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 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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(25/01/2023)
Full Report - All Reports
47%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock The Rest Of The Data Now
We've Helped 20 Million Parents
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2024 League Tables
  • Read Real Parent Reviews
  • Unlock 2024 Star Ratings
  • Easily Choose Your #1 School
£19.95
Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Kenmont Primary School, Valliere Road
London
NW10 6AL
02089694497

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your team have an accurate understanding of how children learn and work closely with teachers to monitor their progress. The previous inspection recommended increasing the proportion of outstanding teaching by fostering pupils’ enquiry and investigation skills in lessons. In our visits to classes, we saw pupils asking questions about their activities, reflecting their interest to find out more. There was evidence in pupil’s work, particularly in science, that they are investigating through experimentation. These activities enhance their learning and enable them to make good progress. However, we noted that this good practice was not consistent across all years. Since the last inspection, there has been a change in the leadership of the early years. During our time spent in the Nursery and Reception classes, we observed children being actively engaged and enjoying their learning. We were able to see the very positive start to the day when children and members of their families learned together. This is clearly enjoyable for all and creates a climate of warmth with a genuine partnership between home and school. The school is at the heart of its community. Pupils and families value being part of a small school where everyone is known and there is individual care. All parents I met with spoke positively about the teaching, care and management of the school. One parent reported, ‘I cannot sing their praises highly enough.’ Pupils told me about the values they celebrate throughout the year. They were keen to speak about peace, this month’s value, and perceived this to be one of the fundamental British values. Equally, they recognised the spirituality of the chimes sounding at the end of the day for reflection time. The calmness throughout the school, balanced with the buzz of children socialising well with adults and peers, creates a positive learning atmosphere. Pupils show great respect for each other, and I saw them consistently behaving well in and beyond the classroom. Pupils also have strong cultural experiences through a wide range of visits and activities. For example, in drama and music pupils have the opportunity to work with musicians in school and to perform at the Royal Albert Hall. Safeguarding is effective. Leaders and governors have ensured that safeguarding is a shared responsibility, which is clearly understood by staff. The recruitment of staff follows systematic procedures with thorough checks that are then carefully recorded on the single central record. Staff and governors have received regular up-to-date training and, in addition, workshops on the ‘Prevent’ duty and female genital mutilation. There is a clear referral process, which is used by staff to follow up any concerns about a child’s well-being, and records kept are detailed and timely. Leaders work very closely with parents to keep their children safe. They appropriately link with a child’s previous school to ensure that any work with external agencies is maintained through the transition period. Pupils unanimously told me throughout the day that they feel safe. They receive workshops on how to stay safe online and have a good understanding of any dangers regarding social media. Pupils were also confident about how to evacuate the building and positively referred to fire drill practises. Parents were strong in their responses about safety, and 99% said that their child is safe in school. The parents I spoke to confirmed that everyone feels very safe. Inspection findings We first agreed to look at the quality of the teaching of writing at key stage 1 and, in particular, how disadvantaged pupils are supported to develop their skills. This was because, in 2017, the achievement of disadvantaged pupils fell below the national average at the expected standard and greater depth. You have experienced some success at improving children’s writing outcomes. Our visits to the classrooms showed that there are stimulating activities to engage pupils and motivate them to write. We saw an example of this in a session in which pupils were re-telling favourite parts of a story with a focus on using new vocabulary. Pupils confidently experimented and were then keen to read aloud their writing to the class and to me individually. Your work on strengthening writing outcomes has included developing opportunities across the curriculum to improve pupils’ writing skills. In science books, we saw that pupils developed both their informative and creative writing skills well when learning about animals. Well-planned teaching has enabled pupils to practise their writing skills on a daily basis. As a result, writing in pupils’ books, including those of disadvantaged pupils, shows that they are making good progress. However, the expectations for writing are not consistent in all subjects, and the quality of pupils’ work can vary across the school day. We next looked at the achievement of key stage 2 middle-prior-attaining pupils, including boys and the disadvantaged, in reading and writing. In 2016, statutory assessments showed that these groups of pupils were below the national average for expected standard and greater depth. You have rightly identified that achievement in reading and writing for these pupils could be better. In particular, middle-attaining pupils need more challenge to develop their skills to read and write in greater depth. In classrooms, I found that pupils take pride in their writing. Pupils know how to proof read and edit their work. They also receive very specific advice about how to improve their vocabulary. This approach has led to all groups of pupils consistently improving their writing. Your current assessments show that most pupils, including middle attainers, boys and disadvantaged pupils, are on track to achieve the expected standard or above in writing. Pupils who read to me were enthusiastic about their reading experiences and were able to speak confidently about their current reading book. Pupils routinely read in school and at home. My visits to classrooms and work in books show that pupils have a good understanding of the texts they read. Teachers’ questioning ensures that all groups of pupils think in depth about what they are reading. This contributes to pupils successfully making progress in their reading skills. Finally, we considered how effective leaders have been in improving pupils’ attendance. Overall attendance is broadly average. However, the attendance of pupils who have special educational needs (SEN) and/or disabilities has been lower than that of their peers nationally. You have worked very effectively with your team to reduce levels of absence. The introduction of specific support bought in from the local authority, to give families extra support, is making a difference. Parenting classes are providing further help by enabling families to ensure that their children attend school every day. Families and pupils also receive a weekly newsletter in which excellent attendance is celebrated, weekly reports are given for every class and visual and written information highlights the importance of attending school each day. This work by leaders is beginning to have an impact. The attendance of pupils who have SEN and/or disabilities has improved, particularly of those who were persistently absent. However, you recognise that this is over a relatively short period and continued work is needed to ensure that positive attendance rates are maintained.

Kenmont Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>29, "disagree"=>10, "strongly_disagree"=>10, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 12-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>38, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 12-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>24, "agree"=>67, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 21 responses up to 12-03-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>67, "strongly_agree"=>5, "agree"=>10, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>10} UNLOCK Figures based on 21 responses up to 12-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>33, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 12-03-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>29, "strongly_agree"=>19, "agree"=>38, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 21 responses up to 12-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>33, "disagree"=>0, "strongly_disagree"=>67, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 12-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>24, "agree"=>33, "disagree"=>14, "strongly_disagree"=>5, "dont_know"=>24} UNLOCK Figures based on 21 responses up to 12-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>52, "disagree"=>0, "strongly_disagree"=>10, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 12-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>62, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 12-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>57, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>10} UNLOCK Figures based on 21 responses up to 12-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>38, "disagree"=>10, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 12-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>43, "disagree"=>5, "strongly_disagree"=>10, "dont_know"=>10} UNLOCK Figures based on 21 responses up to 12-03-2024
Yes No {"yes"=>90, "no"=>10} UNLOCK Figures based on 21 responses up to 12-03-2024

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from Kenmont Primary School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Kenmont Primary School?

Register to add photos, news and download your Certificate of Excellence 2023/24

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]