Kings Road Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
672
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(23/1/18)
Full Report - All Reports
80%
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)
Kings Road
Firswood
Manchester
M16 0GR
01618813571

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. Strong leadership ensures that the school continues to improve. You and the leadership team work tirelessly to make this school the best it can be. There is a tangible sense of belonging in this school. You and members of the staff greet pupils as they arrive at school. You provide your own crossing patrol, ensuring that pupils cross the busy road in front of the school safely. The parents and carers with whom I spoke before school told me about the strong support that you and the staff provide for their children. One parent, typical of many, said, ‘The dedication and hard work of the staff is amazing.’ Pupils are welcoming and friendly. They talk with confidence about the work that they are doing and work that they have previously completed. I talked with a number of pupils during the day and they spoke with clarity about their love of the school. Pupils said that bullying did not happen at their school. They said that sometimes they ‘fall out’ with each other, but they all agreed that you and your staff help them sort things out. From observing the pupils move around school, in lessons and during playtime, it is clear that behaviour continues to be a strength of the school. The areas for improvement identified in the previous inspection report have been tackled effectively. Since the previous inspection, you and the leadership team have worked hard to ensure that teaching is good and that it challenges pupils in lessons to achieve their best. You have strong systems in place to monitor and track the progress of each pupil. You and the leadership team make regular checks on the quality of teaching and the quality of work in pupils’ books. In the lessons that we visited together, we saw work that teachers matched closely to the ability of the pupils. You have strengthened your use of assessment. For example, you use the assessment information that you have to ensure that additional adults are deployed effectively to support pupils’ learning and progress. This additional support frees teachers to work with other groups of pupils most in need. For example, in a Year 3 mathematics lesson, the teacher supported a group helping them to reinforce concepts. Pupils spoke with me about their learning and what they needed to do to make their work even better. Work in pupils’ books from across the school is of a good standard, with the majority of pupils making good progress. Inspectors also asked leaders and governors to work more closely together to check that pupils learn as well as possible. You, your leadership team and governors have ensured that pupils learn well in all the subjects that they study. You and your governors successfully turned around pupils’ performance in mathematics by enhancing the ongoing training afforded to your staff. This in turn has led to aboveaverage outcomes in mathematics by the time the pupils leave key stage 2. You and your governors give staff time to carry out research in their subject areas. They share good practice routinely. As a result of this work, teaching is strong and the high standards seen in mathematics and writing are being transferred to other subjects. This is most evident in the high quality of pupils’ work on display around the school, which reflects a rich and exciting curriculum. Through your monitoring systems, you identify areas that still need to be developed. You are aware of current areas to improve, such as issues of low attendance for some pupils, improving reading in key stage 2 and improving outcomes for children in early years. You have already put many actions in place to tackle these issues. Safeguarding is effective. The school’s approach to safeguarding is exemplary and records are meticulous. No stone is left unturned in following up safeguarding concerns. Safeguarding is a high priority and pupils say that they feel safe. This view is shared by the parents who shared their responses via the online questionnaire and those with whom I spoke on the morning of the inspection. You and the leadership team ensure that pupils stay safe at all times. All members of staff have received safeguarding basic awareness and ‘Prevent’ duty training. Several staff and members of the governing body are trained in safer recruitment. Governors are aware of their safeguarding responsibilities and fulfil their statutory duties with due care and diligence.

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 2020, ONS
0161 912 2000

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.

Kings Road Primary School Reviews


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