Lisle Marsden Church of England Primary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
622
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

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
(28/11/2023)
Full Report - All Reports
68%
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)
Lansdowne Avenue
Grimsby
DN32 0DF
01472311040

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your leadership team are highly ambitious in your view of what pupils can achieve and are determined to facilitate pupils’ success. Pupils’ outcomes in 2016 and 2017 are a clear indication of the effectiveness of leadership of English and mathematics. Despite the high standards that pupils reach in these subjects, you remain committed to improving the quality of teaching further. The aspirational ethos that you have created in the school is readily adopted by staff and pupils. The result is an atmosphere of high expectations, where pupils and staff alike show a desire for continual improvement. Alongside this endeavour for high standards in teaching and learning, you have also sustained a caring, nurturing ethos within the school. As a result, pupils are empathetic and support each other well. They appreciate the warm atmosphere which staff create. One pupil described the school as their ‘second home’. You also prioritise the development of responsible, knowledgeable pupils. In doing so, you provide a range of leadership roles for pupils, such as collective worship group representatives, who enjoy planning and leading assemblies. Parents and pupils also appreciate the range of extra-curricular opportunities available to pupils, such as membership of the Grimsby Minster Choir or participation in sporting activities. You effectively develop pupils’ environmental awareness through arranging for them to work in the school’s allotment, woodland, chicken coop and apiary. Since the last inspection, you have built new teams of senior and middle leaders, who have received appropriate professional development opportunities. As a result, they are instrumental in driving improvements in priority areas. You are fully aware that there is more work to do on the leadership of wider curriculum subjects in strengthening the quality of teaching, learning and assessment. Governors share in your vision and are committed to driving improvements further. They are highly involved in the school and, as a result, know the strengths and priorities well. They use this insight to challenge leaders effectively. The strengths within leadership and governance are also used to good effect in supporting improvement in other schools. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Pupils say that they feel safe in the school and are confident to share any concerns with a trusted adult. Most parents say that their children are happy in school and that children thrive under the guidance of the staff. Leaders carry out appropriate checks on all adults working in the school to ensure that they are suitable to work with children. Vulnerable pupils benefit from effective pastoral support and timely referrals to keep them safe from harm. Staff are vigilant in checking on pupils’ well-being, and records with regards to this are well maintained. All staff have regular safeguarding training and you have plans in place to further strengthen their understanding of their responsibilities in relation to keeping pupils safe. In lessons, pupils are keen to participate and are articulate when discussing their learning. They are attentive when listening to staff and peers, and are skilled in cooperating with others. When moving around the school and at breaktimes, they show polite manners and consideration for others. Inspection findings Following the dip in children’s outcomes at the end of the early years in 2017, you accurately identified that the teaching and learning of writing, particularly for boys and disadvantaged children, needed to improve. Leaders have tackled this area with appropriate urgency, pinpointing children’s barriers to learning, and introducing strategies to overcome these. For example, activities to encourage specific aspects of children’s physical development have been successful in ensuring that they have the muscle strength required for writing progression. Boys are now increasingly motivated to write through the wide range of enticing activities available. This was demonstrated during the inspection when writing labels and notes in relation to their fruit and vegetable stall. Other boys showed high levels of focus when choosing to write at length, inspired by the activities on offer relating to the World Cup football competition. School records evidence that this practice is typical now within early years. Adults engage children in quality conversations, effectively broadening children’s vocabulary. This has been another crucial factor which has resulted in children, including boys and disadvantaged children, making stronger progress in developing their writing skills.

Lisle Marsden Church of England Primary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>21, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 57 responses up to 30-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>16, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 57 responses up to 30-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>23, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 57 responses up to 30-11-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>82, "strongly_agree"=>7, "agree"=>2, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>4} UNLOCK Figures based on 57 responses up to 30-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>32, "disagree"=>9, "strongly_disagree"=>5, "dont_know"=>2} UNLOCK Figures based on 57 responses up to 30-11-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>39, "strongly_agree"=>35, "agree"=>19, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>2} UNLOCK Figures based on 57 responses up to 30-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>11, "disagree"=>22, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 30-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>25, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>2} UNLOCK Figures based on 57 responses up to 30-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 57 responses up to 30-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>14, "disagree"=>7, "strongly_disagree"=>4, "dont_know"=>2} UNLOCK Figures based on 57 responses up to 30-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>12, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>7} UNLOCK Figures based on 57 responses up to 30-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>18, "disagree"=>12, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 57 responses up to 30-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>16, "disagree"=>7, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 57 responses up to 30-11-2023
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 57 responses up to 30-11-2023

Responses taken from Ofsted Parent View

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