Linden Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
419
AGES
4 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
unlock
UNLOCK

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

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
01452 425407

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
(19/09/2023)
Full Report - All Reports
48%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock The Rest Of The Data Now
We've Helped 20 Million Parents
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2024 League Tables
  • Read Real Parent Reviews
  • Unlock 2024 Star Ratings
  • Easily Choose Your #1 School
£19.95
Per month

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)
Linden Road
Gloucester
GL1 5HU
01452527020

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have built a strong group of leaders around you. The combined efforts of leaders at all levels have resulted in the school improving quickly after a decline in its performance in 2016. Leaders’ actions to improve the impact of teaching in reading, writing and mathematics have been successful in key stage 2. As a result, pupils’ outcomes improved markedly in 2017. Leaders’ decisive action to raise teachers’ expectations so that teaching is sufficiently challenging is proving successful. In 2017, the proportions of pupils, including those who are disadvantaged, who exceeded the standards that are expected nationally in reading were above the national average. The proportion of pupils who reached the high standard in writing and mathematics improved towards the national average. However, this is not yet replicated in the early years. In 2016 and 2017, the proportions of children who reached a good level of development, the standard that is expected nationally, dipped. Approximately half of the children started key stage 1 without the skills and knowledge that are expected for their age. At the previous inspection, you were asked to improve provision in the early years to develop children’s independence and decision-making skills. This work is ongoing. You were also asked to improve the consistency of teaching in subjects other than English and mathematics. The current curriculum is varied and interesting and challenges pupils to grow and apply their knowledge and understanding readily across subjects. This work is effective. Leaders and governors have an acute understanding of the school’s many strengths and the aspects that require further work. Comprehensive work has already been put in place to improve the impact of teaching in the early years this year. Governors are linked to each area identified in the school’s improvement plan. They are stringent in their checks on the impact of school improvement priorities. For example, governors have conducted regular visits to the school to assure themselves that early years provision is improving and the recent improvements seen in pupils’ writing outcomes are being sustained. Governors challenge leaders at all levels and hold them to account successfully for the school’s performance. As a result, pupils’ achievement continues to improve steadily. Most parents and carers are very positive about the school. Nearly every parent who responded to the online questionnaire Parent View would recommend the school and reported that their child is taught well and is making good progress. Safeguarding is effective. Safeguarding arrangements are fit for purpose. Staff training is up to date. The school’s checks when recruiting new staff are in line with national requirements. Staff apply their safeguarding training to their daily work well. Staff talk confidently about how to refer concerns. The staff who lead the safeguarding in the school work collegiately and are assiduous in their work to support the most vulnerable pupils. They are quick to spot concerns and make timely referrals to external agencies. Pupils’ safeguarding records are maintained thoroughly. The personal, social and health curriculum develops pupils’ understanding of safeguarding risks well. For example, Year 6 pupils discuss the dangers of peer pressure, gangs and youth crime. Pupils talk openly about potential risks and identify how to deal with them. Pupils show respect for one another and enter into dialogue maturely about challenging concepts about keeping safe. Inspection findings One aspect I looked at was the impact of leaders’ whole-school strategy to ensure that pupils have a good understanding of what they read. Teaching challenges pupils effectively. Pupils are routinely expected to use their comprehension skills across a range of subjects. The reading curriculum is carefully planned out. Detailed novel studies in upper key stage 2 enable pupils to gain further knowledge about complex issues. For example, when learning about crime and punishment in upper key stage 2, pupils learned about a family’s difficult journey fleeing the civil war in Syria, the politics, oppression and the family’s journey as refugees. Increasingly, the reading curriculum broadens pupils’ knowledge and understanding about wider curriculum concepts well. It also provides pupils with stimulus to write for a range of purposes. My next key line of enquiry focused on the quality of provision in the early years. Across the last few months, your team has been working determinedly to remedy the identified weaknesses in early years provision. Following staff training and external support, teaching and assessment practices in the early years are improving steadily. Teachers’ and adults’ assessments are increasingly accurate and teaching is more closely matched to children’s needs. This is beginning to help children with lower-than-average skills and knowledge to catch up. Leaders’ actions are starting to make a notable difference. However, leaders and governors rightly identify that more time is needed to ensure that recent improvements in the early years are sustained. I also looked at the impact of leaders’ strategy to ensure that pupils achieve what they should in phonics and early reading. This is because, in the recent past, some pupils with lower-than-average attainment did not catch up and meet the standards that are expected for their age by the end of key stage 1. Staff have been retrained in the teaching of phonics this year and you have introduced a new phonics scheme. Its impact has not yet been evaluated. Teachers make regular assessments of pupils’ knowledge and their understanding of phonics skills. However, senior and middle leaders’ checks on the quality of phonics teaching are not thorough. As a result, slower rates of pupils’ progress and weaknesses in the teaching of phonics are not identified and tackled quickly enough. This restricts the progress that pupils make. As a result, some lower-attaining pupils in key stage 1 do not yet demonstrate secure application of some key Year 1 sounds when reading independently. Another aspect I looked at was how well middle-attaining and the most able pupils are challenged so that they reach the highest standards in writing. Leaders’ whole-school strategy for the teaching of writing, including spelling, punctuation and grammar, is paying off. The teaching of writing is good across the school. Current teaching is ensuring that any previous differences between disadvantaged pupils and others are diminishing quickly. Pupils experience wideranging opportunities to write for a variety of purposes. Next steps for the school Leaders and those responsible for governance should ensure that: teachers have consistently high expectations of what children can achieve in the early years, so that children make strong progress and leave Reception Year well prepared for Year 1 leaders’ checks on phonics teaching are thorough and hold staff to account for ensuring that pupils make strong progress in their early reading pupils use and apply their phonics skills to read and spell accurately in key stage 1 so that those pupils who have low and average attainment catch up quickly and read well. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Gloucestershire. This letter will be published on the Ofsted website.

Linden Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>28, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 21-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>22, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 21-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>34, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 50 responses up to 21-09-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>78, "strongly_agree"=>8, "agree"=>4, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>2} UNLOCK Figures based on 50 responses up to 21-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>44, "disagree"=>14, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 50 responses up to 21-09-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>22, "strongly_agree"=>44, "agree"=>26, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 21-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>33, "disagree"=>17, "strongly_disagree"=>17, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 21-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>48, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 50 responses up to 21-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>32, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 21-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>42, "disagree"=>6, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 21-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>44, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 21-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>16, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 21-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>46, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 50 responses up to 21-09-2023
Yes No {"yes"=>94, "no"=>6} UNLOCK Figures based on 50 responses up to 21-09-2023

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from Linden Primary School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Linden Primary School?

Register to add photos, news and download your Certificate of Excellence 2023/24

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]