Leighfield Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
193
AGES
4 - 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
01572 722577

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
(13/11/2018)
Full Report - All Reports
79%
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)
Newtown Road
Uppingham
Oakham
LE15 9TS
01572823489

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school joined the Discovery Schools Academy Trust in February 2017. You and the executive headteacher joined the school in November 2017. Since this time, you have accurately analysed the strengths and weakness of the school and have quickly put in place strategies to bring about improvement. You have worked with staff to develop their skills and have been central to driving change and bringing about necessary improvements. At the last inspection, you were asked to improve the progress that pupils make in mathematics, with a particular focus on developing the confidence of girls. You and the leaders for mathematics have made sure that the development of pupils’ mathematical skills is a priority. With support from the trust, you have developed the teaching of mathematics across the school. Teachers ensure that pupils have a good mathematical grounding and fully understand concepts before they are moved on with their learning. As pupils move through the school, their skills and knowledge are built upon systematically to enable them to problem solve and reason with confidence. Input from pupils has been central to changes in classroom practice. Following feedback from pupils, class management systems have been changed to help girls to participate more during lessons. You were also asked to further improve the quality of teaching. Since your arrival, you have worked together with teachers to ensure that they have a secure understanding of how they can improve. You have provided staff with training to develop their skills to help pupils make progress. Teachers I spoke with said that this recent professional development has helped them to look at their teaching in a different way and has invigorated them to try different things to make their teaching better. Staff understand and appreciate the significant changes since the school joined the trust. All those who completed the online staff questionnaire felt that the school had improved since the last inspection. Staff I spoke with said they felt well supported by leaders and the trust. Staff who hold leadership responsibilities said you have empowered them to have greater involvement in the development of their subject across the school. Most pupils join the school achieving at or above the age-related milestones. Occasionally, teachers’ expectations of pupils are not high enough and, as pupils move through the school, some are not challenged to achieve at greater depth or the higher standards that they are capable of. In writing, some boys are not challenged effectively, and they do not make as much progress as they should. Pupils are happy, enthusiastic and articulate. They enjoy coming to school and are more than willing to talk about their learning. Pupils believe that their teachers encourage them to challenge themselves. They appreciate choosing their own challenge task in their lessons but know that teachers will make sure they are working on the right task. They say that teachers provide them with interesting opportunities to learn across the curriculum. They particularly enjoy science and the chance to carry out experiments. For example, one pupil explained how they learned how to decontaminate water by sifting, filtering and heating. Pupils say there are very few incidents of poor behaviour and, if anyone falls out, staff deal with incidents quickly. Staff use the ‘behaviour ladder’ consistently to promote positive behaviour. Pupils understand how to keep themselves safe in a way that is appropriate to their age. For example, children in Reception explained how to cross the road safely, while older children explained the dangers of building sites and around railway tracks. Pupils understand the potential dangers of social media and online gaming. Teachers provide pupils with many opportunities to learn outside the classroom. This includes participation in the Forest Schools programme. Pupils participate in many sporting activities, and the school has achieved the School Games award at gold level. Staff organise trips and visits to enhance the curriculum, for example by visiting different religious centres or the National Space Centre. The local advisory board has a good understanding of the school’s areas for development. Its members are confident in using assessment information to ensure that the school’s areas for development are improving and that pupils make better progress than they have made in previous years.

Leighfield Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>16, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 67 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>15, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 67 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>30, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 67 responses up to 29-02-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>76, "strongly_agree"=>3, "agree"=>16, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 67 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>33, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 67 responses up to 29-02-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>46, "strongly_agree"=>27, "agree"=>22, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 67 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>31, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>37, "disagree"=>1, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 67 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>27, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 67 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>34, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 67 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>24, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 67 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>28, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 67 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>28, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 67 responses up to 29-02-2024
Yes No {"yes"=>99, "no"=>1} UNLOCK Figures based on 67 responses up to 29-02-2024

Responses taken from Ofsted Parent View

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