Leigham Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
411
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
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
01752 668 000

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
(21/05/2019)
Full Report - All Reports
52%
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)
Cockington Close
Leigham
Plymouth
PL6 8RF
01752790990

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in September 2017, you have established an effective senior leadership team which shares your high expectations. Your self-evaluation of the school’s strengths and weaknesses is accurate. Adults share your high aspirations for pupils. All staff who responded to Ofsted’s survey said that they are proud to work at the school, feel well supported and that the school is led and managed well. Morale is high across the school. This view is echoed by all parents who responded to Ofsted’s online survey. One parent told me, ‘We absolutely love it here.’ This reflected the views of nearly all parents who responded using the free-text service. You have made sure that leadership is distributed well, and that middle leaders have a comprehensive understanding of their area of responsibility. They are empowered and determined to drive through further improvements. They clearly understand the priorities for their subject and play a strategic part in improving teaching. As a result, pupils’ achievement continues to rise. Pupils are proud of their school and love many aspects of school life. There is an air of calm around the school, where pupils have trust and respect for one another and adults alike. Pupils demonstrate a tolerance and maturity in their understanding that not all pupils find school easy. One pupil told me, ‘It is the best place because you can learn.’ They told me how the curriculum stimulates their thinking and how learning is fun. Pupils in Year 4 were very eager to tell me about how a visit from a Roman soldier deepened their knowledge and understanding of life in the Roman era. Governance is effective and is a strength of the school. Governors have an accurate overview of the school. Link governors meet with subject leaders regularly to provide an equal balance of support and challenge to specific areas of the curriculum. Further checks are conducted by the trust, who provide a termly health check to ensure that safeguarding is fit for purpose and that the strategic developments are taking shape. This helps validate leaders’ own evaluations. Safeguarding is effective. There is a strong culture of safeguarding in the school. Leaders and governors have ensured that the school’s safeguarding arrangements are fit for purpose. You make sure that staff and governors are well trained with the most current safeguarding information. Staff are up to date with the most recent guidance and are confident in taking the appropriate action should they have any concerns. Pupils are adamant that they are safe in school. Pupils who spoke with me say that staff do all that they can to keep them safe. All pupils who responded to the pupil survey report that they feel safe in school. Pupils also say that there is no bullying in school and that staff quickly address any inappropriate behaviour. They have a secure knowledge of how to keep themselves safe online and how to respond to any threats to their safety. Pupils were also keen to share their work on how they have learned to stay safe outside of school through cycling proficiency. Parents who responded to Ofsted’s online questionnaire, Parent View, all agree that their children are safe. Inspection findings My first focus in the inspection was about pupils’ behaviour and disadvantaged pupils’ attendance. Published figures for fixed-term exclusions show that for the last two years these are above the national average. This was also the case for disadvantaged pupils’ attendance. I explored any possible correlation between exclusions and attendance. During the inspection, I found pupils’ behaviour to be positive during lessons and in social time. Over time, the number of fixed-term exclusions has reduced and is now just above the national average. You record and monitor incidents thoroughly, looking for any patterns or trends, so that you can provide early intervention for any vulnerable pupils at risk of exclusion. You have introduced the ‘Walker’ room, a place where pupils who find managing their behaviour difficult can express themselves and receive good-quality pastoral support. Leaders, governors and your staff are deeply committed to equality of opportunity and use exclusion only as a last resort. An effective pastoral support team works closely with vulnerable pupils and external agencies. This is having a positive impact on reducing the number of fixed-term exclusions. As a result, the school is a calm place, where pupils can learn effectively. Nevertheless, the number of fixed-term exclusions still remains above the national average. You have successfully created an effective system to monitor pupils’ attendance. The pastoral team has a well-established system of support for families of pupils with low attendance. You have introduced a range of strategies to support good attendance, including weekly and termly rewards, home visits and attendance meetings. The educational welfare officer has also had a positive impact on improving pupils’ attendance. As a result, current pupils’ attendance figures are now in line with what is seen nationally. There is no correlation between pupils’ absence rates and fixed-term exclusions. My second key line of enquiry focused on the teaching of phonics. In 2018, the proportion of pupils meeting the expected standard in the phonics screening check by the end of Year 1 dipped below the national average. You responded swiftly to the disappointing outcomes by reviewing the approach to the teaching of phonics. Together with your leader for phonics, who is accredited as a Plymouth leader of education for phonics, made strategic decisions to ensure that pupils acquire the necessary skills. Phonics is taught well, pupils are using phonics successfully to support the development of their early reading and writing. Current school information shows that more pupils are on track to achieve the expected standard in phonics at the end of this academic year. My third line of enquiry focused on the impact taken by school leaders to improve standards in reading and writing, particularly for disadvantaged pupils by the end of key stage 1. In 2018, the proportion of pupils who attained the age-related expectations fell below the national average. Leaders have focused on promoting reading and ensuring that it is central to the school’s work. Pupils have access to books that are sufficiently challenging and, where appropriate, link to their work across the curriculum. This helps pupils develop their knowledge across a range of subjects. You have introduced a range of initiatives that motivate pupils to develop a love of reading. During the inspection, pupils told me how being a ‘Rainbow Reader’ inspires them to read regularly and often. In lessons, pupils listen carefully to teachers’ explanations of reading strategies. Additional adults are deployed effectively to support pupils where pupils’ reading skills are not as welldeveloped. Pupils I listened to reading did so fluently and with confidence. If they came across an unfamiliar word they used their understanding of phonics to help them. Current pupils are making strong progress with their reading. You and your leaders have implemented a range of actions to improve pupils’ progress in writing. Your leaders responsible for English restructured the teaching sequence to enable pupils to have greater opportunities to write independently. Work in pupils’ books shows that this is having an impact on improving pupils’ fluency in writing. Pupils use a growing range of punctuation and sentence types to engage the reader. This makes their writing more interesting to read. Pupils’ presentation and handwriting is of a high standard. This is because pupils are proud of their work. Writing in key stage 1 is of a high standard.

Leigham Primary School Parent Reviews



Average Parent Rating

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“Leigham great school”

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"> The school is a fantastic place where my child is able develope all the skills required to move forward into secondary education. It is a privalage to see the enthusiasm and effort put in by teachers children and parents which push the child to the maximum potential whilst being in a happy safe environment.
unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>14, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 56 responses up to 22-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>13, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 56 responses up to 22-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>18, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 56 responses up to 22-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>14, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 56 responses up to 22-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>18, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 56 responses up to 22-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>14, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 56 responses up to 22-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>18, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 56 responses up to 22-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>13, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>23} UNLOCK Figures based on 56 responses up to 22-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>18, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 56 responses up to 22-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>13, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 56 responses up to 22-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>16, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 56 responses up to 22-05-2019
Yes No {"yes"=>96, "no"=>4} UNLOCK Figures based on 56 responses up to 22-05-2019

Responses taken from Ofsted Parent View

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