Marlborough Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
633
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 2021, ONS
020 8583 2721

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
(26/4/19)
Full Report - All Reports
73%
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

London Road
Isleworth
TW7 5XA
02085603978

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, your leaders, governors and staff have all been successful in realising the school’s vision to ‘engage, motivate, challenge and support’ pupils. There is a positive, inclusive climate for learning in the school. Staff enjoy working at Marlborough. Pupils experience success, irrespective of their abilities or different starting points. Pupils are proud of their achievements and of their school. Pupils are hard-working and diligent. They are resilient and not afraid to take risks or make mistakes. They understand from staff that this is the way they learn best. Pupils are friendly, polite and welcoming. Their behaviour is good, and staff have motivated pupils to attend regularly. Attendance has improved over time, and is now in line with the national average. Almost all parents and carers who spoke to inspectors, and those who completed the online questionnaire, were positive about the school. You and the governors responded constructively to the challenges presented by the areas for improvement identified at the time of the previous inspection. You have sought appropriate external advice, and have responded positively to the support received from and brokered by the local authority. You have successfully implemented and developed a new leadership structure under your inspiring, highly effective leadership. Leaders have ensured that pupils’ achievement in reading and mathematics remains a strength of the school’s work. You have recently secured strong leadership of writing across the school. This is leading to noticeable improvements in pupils’ progress in some classes. Your ‘connected curriculum’ provides pupils with a broad range of subjects brought together through interesting topics and inspiring literature. Overall, teaching is improving, and much of it leads to good or better outcomes for pupils. Teachers are committed to developing and enhancing their skills. However, there is further work to be done to ensure consistency in the quality of teaching across key stage 2. While the achievement of disadvantaged pupils is improving, there are still pockets of underachievement, which need to be addressed. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. They have maintained rigorous, detailed records for vulnerable pupils, and make sure that external services and advice are sought, when appropriate. Staff, leaders and governors are well trained in all aspects of safeguarding. Leaders ensure that staff are well briefed on risks within the local community. Governors ensure that all appropriate checks are made during the recruitment of staff. The site is secure and safe. Staff are vigilant. For example, in the early years space, staff keep a constant check that children enjoy the free-flow provision and use equipment safely. There is a strong culture of safeguarding in evidence across the school. This is because of the calm, caring and nurturing environment which you and your staff have established. Inspection findings Our first focus for this inspection was to consider how well teaching meets the needs of disadvantaged pupils in the school. This was because progress in writing in the recent past has been weaker for these pupils. In 2018, only 52% of your disadvantaged pupils left the school attaining the combined expected standard in reading, writing and mathematics. We tested out whether the pupil premium funding is being spent effectively to support the needs of disadvantaged pupils. You and your leadership team know your pupils well and assess their individual progress thoroughly. Some of your disadvantaged pupils also have special educational needs and/or disabilities (SEND). In addition, some of these pupils have other vulnerabilities in relation to their family circumstances. Consequently, you use some of your funding to support pupils’ social and emotional well-being and development. This is to build self-esteem and to ensure that pupils have a positive attitude to learning. When appropriate, you target funding effectively to support pupils’ speech and language development. You identify pupils who underachieve through regular pupil progress meetings and work scrutinies. You target additional support thoughtfully and effectively.

Marlborough Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 65% Agree 26% Disagree 8% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>65, "agree"=>26, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 62 responses up to 14-06-2019
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Figures based on 62 responses up to 14-06-2019

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Figures based on 62 responses up to 14-06-2019

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Figures based on 62 responses up to 14-06-2019

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Figures based on 62 responses up to 14-06-2019

unlock

Figures based on 62 responses up to 14-06-2019

unlock

Figures based on 62 responses up to 14-06-2019

unlock

Figures based on 62 responses up to 14-06-2019

unlock

Figures based on 62 responses up to 14-06-2019

unlock

Figures based on 62 responses up to 14-06-2019

unlock

Figures based on 62 responses up to 14-06-2019

unlock

Figures based on 62 responses up to 14-06-2019

Responses taken from Ofsted Parent View

Your rating:
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