Kiwi Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
411
AGES
3 - 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
01225 713010

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
(26/3/19)
Full Report - All Reports
59%
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

Hubert Hamilton Road
Bulford Camp
Bulford
Salisbury
SP4 9JY
01980632364

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, together with your leadership team and governors, have a clear vision for Kiwi Primary School that everyone should ‘Try your best to be your best.’ The high mobility of children from military families often means pupils do not spend long at your school. Even so, you have high expectations of their achievement, never losing sight of developing important life skills such as independence and resilience. You have a clear view of the school’s performance. Several of the areas I identified as needing further development already form part of your plans for school improvement. You have acted on recommendations from the previous inspection by ensuring that teachers insist on high standards of presentation in pupils’ workbooks. This is also reflected in the good-quality writing on display in classrooms which helps to raise pupils’ aspirations. Pupils respond positively to teachers’ guidance and make good progress. Consequently, attainment in writing last year was above that of other pupils nationally at the end of Year 6. You identified that not enough middle-prior-attaining pupils achieved the expected standard in mathematics at the end of key stage 2 in 2018. In response, you introduced a new approach to better meet the requirements of the national curriculum. Due to improvements in teaching, a greater number of pupils are set to achieve the expected standard and beyond this year. However, pupils still lack the regular opportunities to explain their thinking and methods that would deepen their mathematical understanding still further. You ensure that the curriculum continues to evolve to capture pupils’ interests and promote high standards in reading. To increase pupils’ progress, you have implemented a new way of teaching comprehension skills. The impact is already evident as Year 6 pupils display good confidence in reading complex texts. Nevertheless, there is further work to be done to ensure that more pupils achieve the higher standard at the end of key stage 2. You quickly reversed the dip in achievement in phonics in key stage 1 in 2018. As a result of changes to teaching, most pupils are set to reach the expected standard this year. Parents are positive about the school’s work. They praise the approachability of staff and the rich and varied curriculum the school offers, especially the focus on outdoor learning. They say their children thrive and ‘blossom’ because staff build their self-confidence through effective pastoral care. They feel that the school understands and caters for the needs of children from military families extremely well. Pupils say that lessons are ‘fun’ and set at just the ‘right level of difficulty’, which means they are eager to learn and behave well. Safeguarding is effective. You and your governors make sure that safeguarding has a high priority. Leaders’ regular checks on systems and practice promote a culture of vigilance in school. Recruitment procedures for appointing staff follow the statutory guidance stringently. The single central record is maintained accurately. Staff receive the most up-to-date training in the latest requirements for keeping children safe. The new system for reporting concerns about pupils ensures that staff are very clear about how to do this. It also ensures that leaders are alerted quickly to any issues and can make referrals to external agencies if necessary. You are tenacious in following up any referrals to make sure you receive a satisfactory response. Pupils say they feel safe in school because they are well looked after and ‘everyone is very friendly here’. They say bullying seldom happens and that staff sort out any problems or any fallings-out quickly and effectively. Events such as internet safety and water safety training ensure that pupils are well prepared to face risk in society. Pupils’ attendance is in line with national figures and punctuality is good because pupils enjoy coming to school and are keen to attend. Staff work effectively with families to promote regular attendance and support parents with any problems in this respect. Parents recognise the lengths you go to provide a welcoming and inclusive environment for all pupils, including those with special educational needs and/or disabilities. Inspection findings My first line of enquiry looked at improvements in mathematics teaching in key stage 2, especially to increase the achievement of middle-prior-attaining pupils.

Kiwi Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 65% Agree 12% Disagree 5% Strongly Disagree 18% Don't Know 0% {"strongly_agree"=>65, "agree"=>12, "disagree"=>5, "strongly_disagree"=>18, "dont_know"=>0} Figures based on 60 responses up to 04-06-2019
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Figures based on 60 responses up to 04-06-2019

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Figures based on 60 responses up to 04-06-2019

unlock

Figures based on 60 responses up to 04-06-2019

unlock

Figures based on 60 responses up to 04-06-2019

unlock

Figures based on 60 responses up to 04-06-2019

unlock

Figures based on 60 responses up to 04-06-2019

unlock

Figures based on 60 responses up to 04-06-2019

unlock

Figures based on 60 responses up to 04-06-2019

unlock

Figures based on 60 responses up to 04-06-2019

unlock

Figures based on 60 responses up to 04-06-2019

unlock

Figures based on 60 responses up to 04-06-2019

Responses taken from Ofsted Parent View

Your rating:
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