Little Ealing Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
677
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
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
(020) 8825 5511

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
(06/06/2023)
Full Report - All Reports
84%
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)
Weymouth Avenue
Ealing
London
W5 4EA
02085672135

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have focused on improving the quality of teaching and learning. You have also focused on improving pupils’ behaviour in lessons. This is because you identified that increasing pupils’ participation in lessons helps them to learn well. The impact of your work to develop pupils’ positive learning behaviour is evident in classrooms across the school. Pupils are engaged and focused on their learning. They are confident and approach their learning with commitment and enthusiasm. They learn in a calm, friendly atmosphere. The school is a positive and welcoming place. Staff and pupils demonstrate respect for each other. Pupil ambassadors greet visitors confidently and talk enthusiastically about their learning. Governors and senior leaders are clear about the school’s strengths and areas for improvement. You have also rightly focused on developing the teaching of reading, phonics and mathematics. High levels of attainment in the early years, phonics and key stage 1 demonstrate the positive impact of this work. However, you acknowledge that there is still more to do to improve outcomes for some groups of pupils at key stage 2, and this is a focus for your improvement plans for this year. Safeguarding is effective. Records related to safeguarding are detailed and accurate. The designated safeguarding lead works effectively with other staff and external agencies. Staff and governors are knowledgeable about safeguarding because training takes place regularly, including on the ‘Prevent’ duty. Pupils feel safe in school and are clear about who they can approach if they have any concerns or problems. They understand how to keep themselves safe, including when online. Pupils, parents and staff consider this to be a safe, happy and welcoming school, where bullying is rare and concerns about a pupil’s well-being are dealt with effectively. Parents are positive about the school and the majority said that their children enjoy school and they would recommend the school to others. Inspection findings Since the last inspection, leaders have prioritised improving the outcomes for disadvantaged pupils. Leaders’ use of the pupil premium funding to do this has been an area of focus for school. As a result, this was a line of enquiry for the inspection. Leaders have planned and implemented a wide range of strategies to improve outcomes for disadvantaged pupils. As a result, disadvantaged pupils’ outcomes are improving. Pupils’ work in their books demonstrates strong progress in literacy skills and accurate use of grammar and punctuation. Booster groups funded by the pupil premium grant have secured very strong progress for targeted pupils, particularly in reading. The school’s assessment information shows a significant increase in the number of disadvantaged pupils who are on track to achieve their end-of-year targets in English. Leaders demonstrate the impact of the funding most effectively where their strategies are clear and evidenced based. However, leaders have not fully evaluated the impact of all their spending decisions. Leaders acknowledge the importance of consistency in evaluating all activities supported by the additional funding. Provisional key stage 2 outcomes in 2017 indicate that middle-ability pupils are not making the same rates of progress in reading as their peers. We therefore agreed that the progress of middle-ability pupils across key stage 2, particularly in reading, would be a line of enquiry for the inspection. Our classroom visits to key stage 2 lessons showed that teachers demonstrate strong subject knowledge. The teaching of reading is lively and engaging. Teachers include a range of strategies that leaders have identified as effective, for example teacher-led group reading. Teachers’ effective leadership of these strategies has resulted in clear evidence of improvements in pupils’ reading. Middle-ability pupils now read a wider range of challenging texts and enjoy reading. As a result, more of these pupils are making good progress towards their end-of-year targets. Teachers also use effective questioning to check pupils’ understanding of what they have read. However, although middle-ability pupils are able to read texts fluently, at times they do not always demonstrate full understanding of what they were reading. Teachers address this through questioning in group and wholeclass sessions. However, some pupils still need further support in tackling independent activities. Our third line of enquiry looked closely at how leaders ensure that pupils are safe in the school, and how they improve pupils’ attendance. Pupils’ overall attendance is in line with the national average. However, last year the attendance of pupils eligible for free school meals was lower than other groups of pupils. Leaders have taken effective action to improve the attendance of this group of pupils. Leaders have emphasized the importance of regular attendance. Leaders also work closely with the local authority to enable additional support for pupils who are persistently absent. Governors play an important role in holding leaders to account to ensure improvements in attendance. Governors’ continuing focus is to ensure that leaders analyse attendance information rigorously, in order to take effective action where needed, particularly when pupils are persistently absent. Next steps for the school Leaders and those responsible for governance should ensure that they: sharpen evaluation of strategies for spending additional funding for disadvantaged pupils, particularly focusing on the success of strategies to improve progress at key stage 2 analyse and evaluate attendance information rigorously in order to further reduce rates of persistent absenteeism I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Ealing. This letter will be published on the Ofsted website. Yours sincerely Jonathan Roddick Ofsted Inspector Information about the inspection Inspectors visited lessons to observe learning jointly with members of the school’s senior leadership team. While in lessons, inspectors reviewed pupils’ work and discussed their learning with them. Inspectors listened to pupils reading. Inspectors held meetings with a variety of leaders, staff, pupils and governors in order to explore the key lines of enquiry and the progress made by the school since the last inspection.

Little Ealing Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>19, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 270 responses up to 15-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>18, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 270 responses up to 15-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>31, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 270 responses up to 15-06-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>76, "strongly_agree"=>4, "agree"=>7, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>6} UNLOCK Figures based on 270 responses up to 15-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>37, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 270 responses up to 15-06-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>35, "strongly_agree"=>33, "agree"=>20, "disagree"=>4, "strongly_disagree"=>6, "dont_know"=>3} UNLOCK Figures based on 270 responses up to 15-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>26, "agree"=>26, "disagree"=>30, "strongly_disagree"=>15, "dont_know"=>4} UNLOCK Figures based on 27 responses up to 15-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>41, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>6} UNLOCK Figures based on 270 responses up to 15-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>33, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 270 responses up to 15-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>45, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 270 responses up to 15-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>29, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 270 responses up to 15-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>27, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 270 responses up to 15-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>31, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 270 responses up to 15-06-2023
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 270 responses up to 15-06-2023

Responses taken from Ofsted Parent View

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