Larklands Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
162
AGES
3 - 7
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

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
08 456 058 058

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
(26/03/2019)
Full Report - All Reports



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Park Road
Ilkeston
DE7 5DR
01159324288

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. You have worked with governors to address key areas for improvement and continued to improve the quality of education for pupils. With your team, you have accurately evaluated the school’s strengths and areas for improvement and have developed appropriate plans designed to move the school forward. Staff make careful use of all available space in the school and have developed a welcoming and vibrant environment for learning. The school’s vision for a caring school community in which ‘the learning and well-being of our children are central to all decision-making’ is evident in the strength of relationships between teachers and pupils and the high quality of pastoral care. Parents and carers praise the school and the quality of your leadership. During your time as the school’s headteacher, you have developed strong relationships with the community. You show determination in your belief that every pupil can flourish. The school has achieved a good level of success in improving pupils’ outcomes in the phonics screening check. A number of initiatives have been implemented which have helped to improve consistency in the quality of the teaching of phonics. As a result, the proportion of pupils who achieve the expected standard in the phonics screening check now exceeds the national average. The introduction of a dedicated phonics slot in the morning has created a good learning routine for letters and sounds. Digital learning resources are well chosen and used alongside more traditional resources. A well-received phonics workshop designed to increase parents’ understanding of the use of phonics to support early reading has helped to promote pupils’ skills in blending. The decision to place a dedicated literacy coordinator in the early years has raised teachers’ skills and improved children’s progress in phonics. Close analysis of pupils’ confidence in the use of verbal cues ensures that interventions can be appropriately planned and delivered. Since the previous inspection, leaders have developed appropriate plans to improve the progress and attainment of boys. Close analysis of the progress of all groups of pupils is undertaken by leaders at regular intervals. Pupils who are working at the cusp of the expected standard or greater depth are identified and opportunities planned to enable them to move on at pace in their learning. Historically, the proportion of boys who achieved a good level of development in the early years was much lower than that of girls. However, more recently, by the end of Year 1, boys’ attainment in the phonics screening check has significantly improved. By the end of key stage 1, the differences between the performance of boys and girls have reduced. In both reading and mathematics, boys are now attaining at a standard which is above the national average. Safeguarding is effective. You have developed a highly effective culture of safeguarding pupils at the school. The child protection policy is comprehensive and includes reference to procedures for referring any concerns. Staff receive regular training and are clear about their responsibilities for keeping pupils safe. Training includes information about the indicators of abuse, as well as the importance of maintaining vigilance for signs of radicalisation. The school works closely with a number of external agencies to protect pupils and ensure that early help is sought. Staff maintain meticulous records and are tenacious in seeking updates on the progress of agreed actions. The chair of governors ensures that the full governing body is well trained on all aspects of safeguarding and holds you to account for the quality of record keeping and the monitoring of pupils’ safety. The school also accesses support from a range of therapeutic professionals and services to ensure that the personal needs of all children can be met. The single central record is comprehensive, compliant and securely maintained and safer recruitment practice is robust. Both pupils and parents consider that the school provides a safe and welcoming environment and that incidents of bullying are rare. The behaviour policy outlines high expectations for positive behaviour in lessons and around the school site. Pupils have a good level of understanding of the ‘beanstalk’ behaviour management system and are keen to remain in the ‘cloud’ in order to access the ‘golden time’ rewards. Where behaviour of pupils is more challenging, staff use an ageappropriate reflective tool to promote positive change. Pupils understand how to keep themselves safe in a digital environment.

Larklands Infant School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 27-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 27-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 27-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 27-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>39, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 27-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>47, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 36 responses up to 27-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>53, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 27-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>31, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>19} UNLOCK Figures based on 36 responses up to 27-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 36 responses up to 27-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>33, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 36 responses up to 27-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>39, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 36 responses up to 27-03-2019
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 36 responses up to 27-03-2019

Responses taken from Ofsted Parent View

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