Knollmead Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
250
AGES
3 - 11
GENDER
Mixed
TYPE
Academy sponsor led
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
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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(09/10/2019)
Full Report - All Reports
62%
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)
Knollmead
Tolworth
Surbiton
KT5 9QP
02083373778

School Description

Pupils enjoy coming to this school. All pupils feel welcomed and cared for. Pupils know that their teachers expect them to work hard and do well. They also know that teachers do not mind if they make a mistake so long as they have had a go. Pupils, parents, carers and staff are proud to be part of the school. This is a calm and orderly school. Pupils understand how to behave without the need for elaborate systems for rewards and sanctions. They rarely misbehave. Pupils said that bullying hardly ever happens. If it does, teachers deal with it. Staff want pupils to show fairness and respect. Pupils are kind and considerate in turn. They told us that everyone is treated the same. One pupil said, ‘We are not the same, but we are equal. It’s not a bad thing to be different.’ Pupils attending the specialist provisions are fully included in the life of the school. Pupils with different learning needs work and play alongside one another. One pupil summed up the ethos beautifully: ‘Some children get help to do extra work so they can do what we all can do. It always feels like the teachers want to see us improve.’ What does the school do well and what does it need to do better? Leaders want pupils to be fluent and effective readers, writers and mathematicians. They make these aspirations a reality through the quality of the curriculum. Pupils learn many subjects, including some taught by specialists from the trust. Pupils in Year 3 play the ukulele and those in Year 4 play the djembe as part of their music studies. All pupils have summer term swimming lessons in the school’s outdoor pool. Teachers help pupils develop their knowledge and skills over time and help them to remember what they learned in previous lessons. Pupils in Year 6 discussed different periods of history with inspectors. They knew which civilisations pre-dated others. They explored deeper questions, such as why the Mayans and the Romans believed in so many different gods. Pupils in Year 4 explained how they calculate problems using four-digit numbers. Planning for some subjects, such as geography and design and technology, is not at the same stage of development. Pupils learn to love reading. Teachers read to pupils every day, either in lessons or during story-time. In the early years, staff plan interesting activities that help children to learn the sounds that letters make. Children in the early years and pupils in Years 1 and 2 take books home to read so that they can practise new words and sounds. Weaker readers sometimes need more help when choosing books. Leaders invest in suitable books for older pupils who need to practise their phonics skills. Pupils learn many new words and how to use them in context. For example, pupils in Year 2 learned ‘wonderful’ and ‘powerful’. They read the words, spoke them aloud Inspection report: Knollmead Primary School 9–10 October 2019 2 and practised using them in writing. This deepened their understanding. Pupils in Year 4 learned about ‘flock’ as a noun and a verb. They discussed the use of ‘flocked’ and ‘flocking’ in real-life contexts. This helped pupils to remember these words and use them in their own conversations. Strong leadership ensures that pupils with special educational needs and/or disabilities (SEND) learn and improve across all subjects. Equally strong leadership in the early years helps children to settle, to explore and try out new activities in a calm and well-organised space. In the specialist provision, lessons are planned to help all pupils learn new skills and practise old ones. Throughout the school, pupils with SEND receive the help they need to learn well alongside their peers. Pupils enjoy attending after-school clubs. Pupils learn about children who do not live lives as safe and comfortable as their own. Leaders’ plans include further opportunities to promote pupils’ understanding of other cultures. Parents and staff praise the headteacher and his leadership team. They told inspectors about how well their children are welcomed into the school and how quickly they settle in the early years. Staff appreciate that leaders have taken practical steps to reduce their workload. Staff also appreciate the quality of training they receive. Governors and trustees support and challenge leaders to focus on the quality of education. Governors understand the school community well. Trustees support the school to improve. For example, they provide training and formal professional qualifications through their teaching school.

Knollmead Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>15, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 48 responses up to 10-10-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>13, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 48 responses up to 10-10-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>15, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 48 responses up to 10-10-2019
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>71, "strongly_agree"=>15, "agree"=>4, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>8} UNLOCK Figures based on 48 responses up to 10-10-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>15, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 48 responses up to 10-10-2019
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>35, "strongly_agree"=>52, "agree"=>8, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 48 responses up to 10-10-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 10-10-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>27, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 48 responses up to 10-10-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 48 responses up to 10-10-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>17, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 48 responses up to 10-10-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>27, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 48 responses up to 10-10-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>23, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 48 responses up to 10-10-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>25, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 48 responses up to 10-10-2019
Yes No {"yes"=>98, "no"=>2} UNLOCK Figures based on 48 responses up to 10-10-2019

Responses taken from Ofsted Parent View

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