Marsden Primary School
Catchment Area, Reviews and Key Information

3 - 11
Community school

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics

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Per month

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)
Mill Lane

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your inspirational and determined leadership has strengthened the school community, so much so that one parent commented that you have ‘made a huge difference to the school and I feel confident that my children are supported to be the best they can be’. This is testimony to the fact that the school motto of ‘Everyone Cares, Everyone Matters’ is lived and breathed by leaders, staff, parents and carers, and pupils at Marsden Primary School. You are ably supported, and complemented, by your deputy headteacher. Together, you share an excellent relationship and are a formidable team. You both have high aspirations for each child, and the commitment you both have to nurture each child’s academic and personal development is to be commended. You both have a very candid and accurate view of the school’s strengths and those areas that need attention to improve. This view is formed through regular and rigorous monitoring of teaching and learning and moderation of pupils’ work. You and other leaders are eager to make a difference. Leaders are well aware of their roles and responsibilities; because of this, they support each other very well. Together, you and other leaders have effectively supported staff to continually reflect on and improve their practice. You have a hard-working team of staff, and as a result staff morale is very high. Staff are committed and ambitious for pupils to achieve their very best. Alongside other leaders and staff, your actions have strengthened the quality of teaching across the school and, as a result, pupils achieve well, enjoy their learning and thrive throughout their time at Marsden Primary School. You and other leaders are realistic and reflective. This has ensured that your school improvement plan is precise and detailed. It details clearly the areas that need further attention so that the school continues to improve and strengthen. For example, you are determined to sustain and improve the progress of disadvantaged pupils by the end of key stages 1 and 2, and you are working with staff to ensure that challenge is sufficient for all pupils so that more achieve at greater depth, particularly by the end of key stage 2. You and other leaders show, in abundance, a resolute determination to improve the areas that need the most attention. Governors are passionate and committed to the school. They have a wide range of skills and expertise, and regularly and robustly hold leaders to account for the progress and attainment of pupils. Governor links are proving successful in giving individual governors and the wider governing body insightful knowledge and understanding of specific areas of the school’s work. For example, pupil premium spending is regularly reviewed in relation to what is working and what is not. Governors are ambitious for the school, the children that attend the school and the contribution that the school makes to the local community. As a group, they are extremely effective in their roles. The atmosphere of the school is calm, orderly and respectful. Pupils’ sense of belonging and pride to be part of the school community are infectious and tangible. Pupils benefit from a curriculum that is broad, balanced and enriched through a wide range of extra-curricular opportunities. For example, pupils speak enthusiastically about the range of trips, visits and after-school clubs they are able to take part in. Pupils speak fondly of the new library and are grateful for this addition to the school, so that they can access a wide range of reading materials. Pupils say that they feel encouraged and supported in their reading and enjoy regularly sharing their stories with an adult. Pupils’ attitudes to learning are exceptionally strong. Pupils are consistently well behaved, polite and show an eagerness to learn and participate in their learning. Pupils show high levels of tolerance and respect for others. They are confident and they are supportive of one another. Every pupil at the school is eager to please and achieve their very best. Safeguarding is effective. You and other leaders, supported by all staff, have ensured that all safeguarding arrangements are fit for purpose. There is a strong culture of safeguarding at Marsden Primary School. You have ensured that procedures are clear and staff are clear about their responsibilities. The training that staff receive allows them to identify any early signs that indicate they need to intervene and get help for pupils potentially at risk of harm. Staff make referrals in a timely manner, and your work with other agencies ensures that you offer high-quality care and support for all pupils, particularly the most vulnerable.

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 2020, ONS
0191 424 7746

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

Marsden Primary School Reviews

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