King Edward Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
484
AGES
3 - 11
GENDER
Mixed
TYPE
Foundation 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, ONS
(0191) 643 8724

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
(04/10/2023)
Full Report - All Reports
55%
NATIONAL AVG. 60%
% 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 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)
Preston Avenue
North Shields
North Tyneside
NE30 2BD
01918141455

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have embedded a happy, positive ethos in which pupils and adults thrive. A delightful sense of enjoyment permeates the atmosphere. Relationships are productive, based on trust and mutual respect. Pupils are polite, considerate and full of smiles. They feel safe and well cared for by staff, who value their opinions and ideas. Good rates of attendance are a testament to pupils’ enthusiasm for school. Parents and carers are particularly appreciative of the ‘immaculately clean’ site, the approachability of ‘incredibly pleasant staff’, the ‘fantastic’ extended provision of activities outside of school hours and the cheerful environment wherein pupils ‘chatter excitedly about topics they are learning’. You hold high aspirations for pupils and have been effective in communicating your expectations to staff and governors. A keen, united sense of responsibility therefore drives adults in their work to support and challenge pupils appropriately. Consequently, pupils’ outcomes are good year on year. This is particularly evident in key stage 1 and 2 where pupils’ overall attainment at the expected standard in reading, writing and mathematics has been sustained at above national averages. This represents good progress from pupils’ starting points, which are broadly typical. The progress of disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities is also improving towards that of other pupils who have similar starting points, across the curriculum. You have clear and fitting plans in place to ensure that pupils continue to make good progress. You have successfully addressed the previous inspection report’s challenges, which induced you to sustain pupils’ good achievements. Mathematics was highlighted specifically as a key focus for improvement. You and your leadership team rose to the challenge. Teachers’ subject knowledge in mathematics is secure due to effective leadership and good-quality training opportunities. Pupils said that they enjoy mathematics; they find their work interesting and, at times, demanding. Notably, pupils’ mathematical progress in key stage 2 in 2016 was above the national average. In addition, in 2017 a higher proportion of disadvantaged key stage 2 pupils reached a greater depth of learning in mathematics compared to national comparatives. Despite several evident successes since the previous inspection, you have no time for complacency. Consequently, you have looked carefully at the quality of teaching, learning and leadership across the school and have correctly identified some key priorities for improvement. The early years and some aspects of leadership are deserving of your sharpened focus. Currently, not all leaders, including governors, have a secure grasp of curriculum requirements or the quality of teaching and learning in the early years. Some have limited knowledge and understanding of precisely what children in the early years should be expected to do and achieve. Not all children, at present, are offered sufficient challenge across areas of provision, particularly in terms of reading and writing; some children do not read regularly enough with adults. Although children’s outcomes are broadly in keeping with national averages over time, some children do not make the progress they should from their strong starting points. Such factors currently inhibit your collective desire to enhance teaching and learning and raise outcomes further for children in this key stage. You recognise, quite rightly, that further information, training and support, alongside a sharpened focus on reading and writing in the early years, will enhance the effectiveness of leaders, governors and staff. You do, however, work well with your recently restructured leadership team. Pupils’ welfare and their achievements are consistently held central to your team’s thinking and actions. You meet regularly to discuss pupils’ outcomes and staff performance, combining your efforts to maximise learning experiences for pupils. You keep a close eye on teachers’ workload, consulting with staff to ensure that all adults have a feeling of ownership and involvement in policy design and school processes. You are a reflective group, keen to learn from others and responsive to constructive, critical comments received internally or externally. Together, you share and absorb good practices. You are fully committed to building on those good practices that exist across subjects and in key stages 1 and 2 in particular. Safeguarding is effective. The safety of pupils is of utmost importance to you and your team. Pupils’ wellbeing, success and enjoyment are central to your actions; the protection and welfare of pupils fuel your decision-making processes. The leadership team has ensured that all safeguarding arrangements are fit for purpose. You make sure that all staff have regular, high-quality training, which keeps them up to date with the most recent safeguarding guidance and developments. This ensures that staff are suitably vigilant in their duty to protect and care for pupils. They know how and to whom they should report any concerns that they may have, working jointly with additional agencies, including health, social work and police partners, as required. Records are well detailed, and action to support vulnerable pupils and families is taken promptly when necessary. Pupils said that they feel safe. They are certain that adults in school actively listen to any worries or concerns they may have and are confident that appropriate action is taken to support them where issues arise. Although pupils are adamant that bullying has no place in their school, they know and understand what constitutes bullying. Regular assemblies and work take place to ensure that pupils fully understand the effects of their behaviour on others. Pupils agree that rights come with responsibilities; their behaviour in and around school shows that they are tolerant and respectful of others. Older pupils competently discuss the benefits and drawbacks of social media. Parents agree that their children are safe and in capable hands. After their experiencing first hand how well the children are looked after, one parent’s view that ‘safety is paramount’ exemplifies the views of others. Inspection findings Parents, staff and pupils are proud of their school. There is a real sense of community and shared appreciation of what is on offer. Parents are grateful for the recently established extended provision, ‘KEEP’, which offers 30-hour provision for eligible children, and the out-of-school club (OOSC), which parents feel enrich the curriculum. Such provision is testament to your consideration of the needs of families and children and an endorsement of your commitment to the community you serve. Teaching, learning and assessment across subjects are good, particularly in key stages 1 and 2. You make sure that staff receive regular, high-quality training and have the required resources needed to meet the demands of the primary curriculum. Because systems of monitoring and performance management are transparent and based on the needs of pupils as well as individual staff, adults are clear about what they need to do to secure improvement. The positive culture encourages staff to strive to improve their skills across subjects. Several members of staff have developed specialisms in their areas of responsibility or interest, sharing their effective practices within school and across other schools. Teachers’ skills of questioning and their subject knowledge, especially in mathematics, are strengths of the school. A perceptible ‘buzz’ of learning about mathematics exists; indeed, during this inspection many pupils named mathematics as their favourite subject. Pupils in key stages 1 and 2, especially, tackle their work across the curriculum with diligence. Their behaviour, resilience and attitudes to learning are commendable. This said, some staff have a weaker understanding of the early years requirements and of how meeting these prepares children for the next stage in their learning. Some adults’ knowledge and expectations of what young children can do and achieve are too vague, particularly in terms of children’s reading and writing.

King Edward Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>27, "disagree"=>0, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 99 responses up to 06-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>18, "disagree"=>0, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 99 responses up to 06-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>30, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 99 responses up to 06-11-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>82, "strongly_agree"=>4, "agree"=>8, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 99 responses up to 06-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>26, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 99 responses up to 06-11-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>29, "strongly_agree"=>39, "agree"=>22, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 99 responses up to 06-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>25, "disagree"=>0, "strongly_disagree"=>8, "dont_know"=>8} UNLOCK Figures based on 12 responses up to 06-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>30, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>9} UNLOCK Figures based on 99 responses up to 06-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>27, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 99 responses up to 06-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>42, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 99 responses up to 06-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>32, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 99 responses up to 06-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>32, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 99 responses up to 06-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>29, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>11} UNLOCK Figures based on 99 responses up to 06-11-2023
Yes No {"yes"=>98, "no"=>2} UNLOCK Figures based on 99 responses up to 06-11-2023

Responses taken from Ofsted Parent View

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