Marish Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
769
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 2021, ONS
01753 475 111, 01753 787670

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(10/5/22)
Full Report - All Reports
85%
NATIONAL AVG. 65%
% 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 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Swabey Road
Langley
Slough
SL3 8NZ
01753819900

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Based on the evidence gathered during this short inspection, I am of the opinion that the school has demonstrated strong practice and marked improvement in specific areas. This may indicate that the school has improved significantly overall. Therefore, I am recommending that the school’s next inspection be a section 5 inspection. You and your leadership team have very high expectations for yourselves and for pupils. You have created a strong culture in which every pupil, regardless of background, is encouraged to ‘Strive for the Heights’. Your leadership team is highly skilled, and throughout the school you support all staff to be the best they can be. There is a strong team ethos in which everyone understands the role they have to play to secure high personal and academic standards for all pupils. One of the many strengths of the school is the commitment of all staff to inclusion. All pupils are warmly welcomed into the school’s nurturing environment, in which their individual talents are recognised. The large majority of parents who responded to the Ofsted survey appreciates the work of the school. This was reflected in the comment made by one parent, who wrote, ‘This is a wonderful school and I am proud to send my daughter here.’ Pupils are proud of their school and say there is nothing they would like to change. They say that all pupils get on very well together and that they enjoy working and playing with pupils from different backgrounds. Pupils say that they are all treated equally and fairly, and that discrimination on any grounds is not tolerated. Pupils have exceptionally positive attitudes towards school. They want to learn and take great pride in presenting their work neatly and accurately. Pupils show great respect towards each other. They particularly value being part of a multi-cultural school in which every pupil is valued. One pupil said, ‘It doesn’t matter whether you are tall, short, black, white or brown. We are all equal.’ You and your leaders know the school exceptionally well. You have structured your staff across this very large school so that leaders keep a close eye on what happens in every class on a daily basis. You have established a team of experienced leaders who visit classrooms formally as well as informally. They know where teaching is stronger and are well placed to provide support to their less experienced colleagues. Consequently, teaching is never less than good. You have successfully addressed the areas for improvement from the previous inspection. You have worked tirelessly with parents to improve pupils’ attendance so that it is now above the national average. Your subject leader for English has introduced actions that have improved standards in reading, which are now above the national average. Your school development plan is thorough and ambitious and seeks to build on what you already achieve very well. You have plans in place to further develop the curriculum so that pupils build their knowledge and skills through a wide range of exciting learning opportunities. However, current Year 6 pupils do not yet have access to as much of an enriched curriculum as pupils in the rest of the school. Your governors provide a good balance of support and challenge to you and your leadership team. They are knowledgeable because they visit the school regularly to see for themselves how well the school runs on a daily basis. However, not all governors have a strategic understanding of the school’s needs, so they are not always able to evaluate the impact of their work. Safeguarding is effective. The school has a high proportion of vulnerable pupils and families. Consequently, effective arrangements for the safeguarding of pupils are given the highest priority. The systems for safeguarding pupils are robust and fit for purpose. All staff receive appropriate and up-to-date training. They are completely confident that they know what to do should they have a concern that a pupil may be at risk of harm. Leaders act quickly when a concern is raised. They have close working relationships with external agencies and are tenacious in chasing up to ensure action is timely. They make sure that pupils and their families receive the support they need. Pupils are taught to stay safe in and out of school. They have a very clear understanding of the need to stay safe when using the internet and understand the associated potential dangers. Pupils say that they feel safe in school and that adults take their concerns seriously. Pupils are confident that there is always someone they can share their worries with.

Marish Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 73% Agree 23% Disagree 3% Strongly Disagree 0% Don't Know 1% {"strongly_agree"=>73, "agree"=>23, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>1} Figures based on 74 responses up to 11-05-2022
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Figures based on 74 responses up to 11-05-2022

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Figures based on 74 responses up to 11-05-2022

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Figures based on 74 responses up to 11-05-2022

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Figures based on 74 responses up to 11-05-2022

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Figures based on 74 responses up to 11-05-2022

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Figures based on 14 responses up to 11-05-2022

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Figures based on 74 responses up to 11-05-2022

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Figures based on 74 responses up to 11-05-2022

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Figures based on 74 responses up to 11-05-2022

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Figures based on 74 responses up to 11-05-2022

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Figures based on 74 responses up to 11-05-2022

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Figures based on 74 responses up to 11-05-2022

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Figures based on 74 responses up to 11-05-2022

Responses taken from Ofsted Parent View

Your rating:
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