King Athelstan Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
470
AGES
2 - 11
GENDER
Mixed
TYPE
Community school
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
020 8547 5004

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
(14/3/17)
Full Report - All Reports
52%
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

Villiers Road
Kingston upon Thames
KT1 3AR
02085468210

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your impressive leadership style shows strong moral purpose in making a real difference to pupils’ life chances. Your skilful senior leaders share your passion and commitment to inspire excellence for all. Parents and carers are full of praise for the school and the commitment you and your team have shown to meet the learning needs of all pupils. You have ensured that all classrooms have greater rigour and robust expectations on what all groups of pupils should be achieving. Senior leaders are available in the playground before and after school and this open access to staff is much valued by parents. Governors have a wealth of experience and skills and they display a commitment to the school community that creates a highly effective partnership with your leadership team. They provide the correct level of challenge to ensure the school has a strong and realistic understanding of its strengths and areas of development. The classrooms are bright and attractive learning environments that reflect the rich diversity of the community. Pupils identify strongly with their school and are very proud of their achievements. One member of the school council reported, ‘This is a school full of passion for learning, knowledge and skills.’ Pupils report that they feel safe in school and that they are listened to. Attitudes to learning are very positive and pupils show each other courtesy and respect. Pupils’ well-being is a very important aspect of school life and the school runs very successful nurture provision offering support to pupils. At the time of the last inspection, inspectors identified the need for pupils to have greater opportunities to apply mathematical skills within independent activities. Inspectors also reported a need for more focused activities to develop and consolidate knowledge and key skills across the curriculum. The school has responded well to these recommendations and has redesigned its curriculum to ensure that all pupils have sufficient challenge. This is having a strong impact on the outcomes for disadvantaged pupils. You and your assessment leader keep detailed tracking information on the progress of all groups of learners. Pupil progress meetings take place every six weeks to ensure that all pupils meet their targets and make expected progress. All pupils who are not making expected progress have access to additional support to meet their learning needs. The most able pupils are challenged to make more rapid progress through a focus on reasoning to deepen their thinking and understanding. Safeguarding is effective. You, your leadership team and governors have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of a high quality. You and your team are highly effective in managing initial safeguarding concerns and referring them where relevant to external agencies. Checks on the suitability of staff to work at the school are detailed and complete. All staff have received training on keeping children safe and this has given staff the confidence to identify and report issues of concern. Staff have been trained on local and national priorities and are confident in identifying potential risks. Pupils are very clear on the behaviour policy and are confident that staff deal with rare incidents of name-calling effectively. Inspection findings Inspection evidence shows that you have worked well to strengthen the outcomes for all learners since the last inspection. We agreed on three lines of enquiry to be the basis of our inspection trail to test whether the school remained good. My first line of enquiry was reading, as we wanted to find out if all groups of pupils were making good progress. Pupils are taught their letter sounds well and are given daily opportunities to read high-frequency words. Pupils are skilfully guided to choose books that scaffold and extend their reading development. Clear progression in the teaching of reading is seen in pupils’ outcomes in guided reading sessions. Pupils have strong support in the development of key reading skills through a wide range of comprehension activities. The school has a clear focus on developing the vocabulary of all pupils and is promoting this through ambitious choices of classic texts. Pupils’ reading progress is tracked rigorously and intervention programmes are available for additional reading support for less confident readers. There is clear continuity and progression across the school in the development of reading skills. My second line of enquiry was writing. We wanted to see if all groups of pupils were being challenged and were making good progress. Pupils are immersed into writing using a creative approach to build up skills and confidence through stories, shared writing experiences and writing for assessments. There is strong evidence of the progression of key skills in each year group and progress over time is clear. Upper key stage 2 benefit from opportunities to rehearse key writing skills through extended pieces of writing. This approach is being introduced into lower key stage 2. The most able pupils are also being challenged to deepen their writing experience through the skills of reasoning, evaluating and analysing information. The themed curriculum allows pupils to transfer and apply their writing skills across all subjects. Writing targets are set to ensure that teachers’ planning meets the variation of learning needs and the assessment team are robust in the tracking of writing progress for all pupils. My final line of enquiry was about pupils’ attendance. The most recent data indicated that pupils with an education, health and care plan or statement of special educational needs have higher absence and persistent absence than is the case nationally. I met with you, your inclusion leader and your attendance leader to scrutinise the detailed records that the school keeps to track medical absences. This is managed well and first day calling is in place when an absence occurs. Parents and carers of pupils with persistent absence are invited to meet with you, the attendance leader and the educational welfare officer to agree an attendance contract. There are clear and effective systems in place to monitor and improve attendance. Next steps for the school Leaders and those responsible for governance should ensure that: opportunities are in place to further develop key vocabulary pupils in lower key stage 2 are given more opportunities to develop their skills through extended writing.

King Athelstan Primary School Parent Reviews



Average Parent Rating

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“So impressed!”

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"> An excellent school. The principal is most certainly a breathe of fresh air. We have been to multiple schools both State and Private in the US, UK and others to name a few. They are conscious of their environment and excellent at dealing with any matters/ concerns that may come up. They have nurture lounges and a dedicated and supportive group of teachers. Programmes like the eco warriors and Nurture as well as a vast array of after school programmes (spaces are limited) however everyone gets at least one placement in a club. They offer computer clubs, tennis, dance, gymnastics, chess, football, rugby and many others. They encourage tolerance and create a safe, supportive environment for both students and parents alike. It is a multicultural school with children from every country imaginable. They have managed to create an incredibly dedicated and supportive environment where diversity seems to serve as a pro. Some schools often feel held back by having many children with English as a second language. Not here. The parents and faculty work well together. The Head teacher and Deputy Head greet and see off students and parents each day at the entrance and are quite familiar with their community, available it seems all the time for any concerns or issues or assistance you might need. The school fair is wonderful! The school grounds are surrounded with gardens and trees and it is a fun environment where students feel like they belong and are constantly encouraged to do their best and uphold the codes of conduct in a gentle and caring way.
unlock % Parents Recommend This School
Strongly Agree 76% Agree 24% Disagree 1% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>76, "agree"=>24, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 185 responses up to 14-03-2017
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Figures based on 185 responses up to 14-03-2017

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Figures based on 185 responses up to 14-03-2017

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Figures based on 185 responses up to 14-03-2017

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Figures based on 185 responses up to 14-03-2017

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Figures based on 185 responses up to 14-03-2017

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Figures based on 185 responses up to 14-03-2017

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Figures based on 185 responses up to 14-03-2017

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Figures based on 185 responses up to 14-03-2017

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Figures based on 185 responses up to 14-03-2017

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Figures based on 185 responses up to 14-03-2017

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Figures based on 185 responses up to 14-03-2017

Responses taken from Ofsted Parent View

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