King's Academy Northern Parade (Infant)
Catchment Area, Reviews and Key Information

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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
023 9268 8008

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
Ofsted Inspection
Full Report - All Reports
Happiness Rating
Pupil/Teacher ratio
Persistent Absence
Pupils first language
not English
Free school meals
Pupils with SEN support
Kipling Road

School Description

You and the associate headteacher have sustained the school’s effectiveness since the last inspection. You and your staff clearly focus well on promoting pupils’ wider personal and social development alongside their academic progress. The school’s values, that include independence, motivation and challenge, guide the work of staff at all levels. Pupils benefit from good care and support. This was evident during the day, as adults gave encouragement and support to pupils both in and out of lessons. All parents who spoke to me informally spoke warmly of the caring and nurturing approach at the school and I saw many instances of this in action during the visit. You have received minimal support and challenge from the local authority over recent years. Instead, you opt to draw on outside expertise to provide challenge and advice. You use various partnerships to keep teaching fresh and look for ways that it can improve. Your current work with a local university to improve teaching in mathematics is a good example. This project has clearly boosted staff confidence in tackling aspects of mathematics and we saw some of the new approach in action in several lessons. Pupils were paying close attention to their calculations, using resources to guide their thinking and supporting one another well. Above all, they were clearly enjoying working things out and were proud of their achievements. Governors have a good awareness of the school’s key priorities. They take a keen interest in current developments, such as the project to improve the way teachers assess pupils’ work, to help pupils know how well they have done. The Chair of the Governing Body listed a number of questions he had identified from last summer’s assessments. These were pertinent and demonstrated that governors provide a degree of challenge for senior leaders as part of their strategic role. During my visit, I saw pupils who were happy and settled in lessons. They persevered with their work and received good support from adults. Some of your support assistants are very skilful in keeping the momentum in pupils’ concentration going. You explained to me that some of your pupils can start to misbehave if the quality of teaching slips. You tackle weaker teaching through support and coaching and make sure that, if pupils are losing out, this does not happen for very long. You have asked your teachers to build variety into lessons, to avoid pupils sitting for too long on the carpet, for example. In each lesson, we witnessed teachers changing their teaching methods to keep pupils interested and involved. Pupils are clearly familiar with this flexibility and move from carpet to tables, and back, sensibly and quickly. Pupils leave the school with a strong grounding in reading and mathematics. Their writing is almost as good and has shown an improving trend over recent years. Writing has certainly improved since the last inspection. More-able pupils are also doing a lot better than they were at that time, particularly in reading. There is some work to do to close the attainment gap for pupils from disadvantaged backgrounds. Although the gap closed somewhat in the 2015 Year 2 assessments, those currently in Year 2 left Reception with a wide gap. The associate headteacher and I looked at some of these pupils’ progress over the last two years and there is still some catching up to do in reading, writing and/or mathematics. Safeguarding is effective. My meeting with the governor who has responsibility for safeguarding shows that this important aspect of the school’s work is given high priority. More than one governor has had recent training in safeguarding, to make sure the latest government guidance is being followed. Involving another governor in this role has been a conscious step, to support continuity with this important responsibility, should it become necessary. Governors speak to staff to check that training and induction for safeguarding is as it should be and the school’s policy is embedded. Governors’ last safeguarding audit covered a wide range of activities to check that pupils are kept safe and that staff know the correct procedures should they become concerned. Governors have taken their duty to protect pupils from radicalisation or extremism seriously. All have received the ‘Prevent’ training recently. Discussions with leaders and governors during the visit showed that this duty had been given careful consideration, taking the infant school context into account. There was no sense of ‘this does not apply to us’. On the contrary, I observed a keen awareness from all leaders that ‘it could start here’ and that staff need to be well versed and well prepared.

King's Academy Northern Parade (Infant) Parent Reviews

73% Parents Recommend This School
Strongly Agree 56% Agree 33% Disagree 7% Strongly Disagree 4% Don't Know 0% {"strongly_agree"=>56, "agree"=>33, "disagree"=>7, "strongly_disagree"=>4, "dont_know"=>0} Figures based on 45 responses up to 08-04-2022
Strongly Agree 51% Agree 33% Disagree 9% Strongly Disagree 7% Don't Know 0% {"strongly_agree"=>51, "agree"=>33, "disagree"=>9, "strongly_disagree"=>7, "dont_know"=>0} Figures based on 45 responses up to 08-04-2022
Strongly Agree 22% Agree 53% Disagree 13% Strongly Disagree 9% Don't Know 2% {"strongly_agree"=>22, "agree"=>53, "disagree"=>13, "strongly_disagree"=>9, "dont_know"=>2} Figures based on 45 responses up to 08-04-2022
My Child Has Not Been Bullied 64% Strongly Agree 4% Agree 4% Disagree 9% Strongly Disagree 13% Don't Know 4% {"my_child_has_not_been_bullied"=>64, "strongly_agree"=>4, "agree"=>4, "disagree"=>9, "strongly_disagree"=>13, "dont_know"=>4} Figures based on 45 responses up to 08-04-2022
Strongly Agree 27% Agree 42% Disagree 18% Strongly Disagree 11% Don't Know 2% {"strongly_agree"=>27, "agree"=>42, "disagree"=>18, "strongly_disagree"=>11, "dont_know"=>2} Figures based on 45 responses up to 08-04-2022
I Have Not Raised Any Concerns 22% Strongly Agree 27% Agree 20% Disagree 16% Strongly Disagree 16% Don't Know 0% {"i_have_not_raised_any_concerns"=>22, "strongly_agree"=>27, "agree"=>20, "disagree"=>16, "strongly_disagree"=>16, "dont_know"=>0} Figures based on 45 responses up to 08-04-2022
Strongly Agree 38% Agree 25% Disagree 0% Strongly Disagree 38% Don't Know 0% {"strongly_agree"=>38, "agree"=>25, "disagree"=>0, "strongly_disagree"=>38, "dont_know"=>0} Figures based on 10 responses up to 08-04-2022
Strongly Agree 31% Agree 44% Disagree 7% Strongly Disagree 7% Don't Know 11% {"strongly_agree"=>31, "agree"=>44, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>11} Figures based on 45 responses up to 08-04-2022
Strongly Agree 49% Agree 33% Disagree 4% Strongly Disagree 4% Don't Know 9% {"strongly_agree"=>49, "agree"=>33, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>9} Figures based on 45 responses up to 08-04-2022
Strongly Agree 33% Agree 33% Disagree 22% Strongly Disagree 11% Don't Know 0% {"strongly_agree"=>33, "agree"=>33, "disagree"=>22, "strongly_disagree"=>11, "dont_know"=>0} Figures based on 45 responses up to 08-04-2022
Strongly Agree 38% Agree 38% Disagree 4% Strongly Disagree 2% Don't Know 18% {"strongly_agree"=>38, "agree"=>38, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>18} Figures based on 45 responses up to 08-04-2022
Strongly Agree 31% Agree 38% Disagree 11% Strongly Disagree 11% Don't Know 9% {"strongly_agree"=>31, "agree"=>38, "disagree"=>11, "strongly_disagree"=>11, "dont_know"=>9} Figures based on 45 responses up to 08-04-2022
Strongly Agree 36% Agree 29% Disagree 13% Strongly Disagree 7% Don't Know 16% {"strongly_agree"=>36, "agree"=>29, "disagree"=>13, "strongly_disagree"=>7, "dont_know"=>16} Figures based on 45 responses up to 08-04-2022
Yes 73% No 27% {"yes"=>73, "no"=>27} Figures based on 45 responses up to 08-04-2022

Responses taken from Ofsted Parent View

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