Maryland Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
438
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 8430 2000

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
(12/12/17)
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

Gurney Road
London
E15 1SL
02085348135

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have set high expectations for what pupils can achieve, where ‘No one is left behind’. One of the strengths of the school is the pupils’ attitudes to learning. They are also polite, resilient and take a pride in their school. You provide clear direction for the school’s future improvement, based on the school’s core values. These emphasise the importance of every child in the school. Comments such as ‘the school has gone above and beyond’ are typical of many parents’ views. The core values seek to ensure that your pupils have ambition, enjoy school and are successful learners. The culture of the school is demonstrated by the way you inspire pupils with unique opportunities, for example meeting the astronaut Tim Peake. All members of staff understand your vision and demonstrate these values in their work. You are responsible for leading and developing much innovation, both in the school and the ‘Google’ school in the borough. This innovation helps all pupils to access additional support at a time of their choosing. Your innovative curriculum meets the needs of all your pupils well because you are constantly reviewing its effectiveness. You have provided unique learning opportunities for your pupils. For example, your outdoor environment. This has enabled the school to achieve the ‘Royal Horticultural 5 Star’ award. You have effectively managed the changes to the senior leadership team. You have created a senior team that is determined to do the best for all the pupils in the school. Together, you have led the improvements in the provision for lowerattaining pupils that were identified in the previous inspection. You have ensured that progress is good in all subjects, especially at the end of Year 6. Children in the early years make good progress because they are well taught. Leaders rightly identified that outcomes in reading are less successful in key stage 1. You put in place high-quality support for pupils in the classroom and in additional sessions. This includes holiday booster activities. These strategies have been successful in improving pupils’ progress, including those who are disadvantaged. The continuous improvement of teaching and learning is a focus for the leadership team in its drive to ensure that classroom practice is consistently of a high quality. You recognise that there are some inconsistencies in the effective use of resources to encourage independent working, for example in the level of challenge for the most able pupils and the use of feedback to maximise progress. You agree that there is still work to do to ensure that a greater proportion of pupils reach the higher standards in all subjects by the end of Years 2 and 6. Governors have a good understanding of the school. They use a range of information effectively to challenge and support school leaders. They ensure that through their regular visits to school they have an accurate view of the school’s current performance. Safeguarding is effective. Leaders and governors have ensured that all safeguarding arrangements are effective and records are complete. All checks on the suitability of staff to work with children are in place. Staff and governor training is up to date and this has covered how to spot when pupils may be at risk of radicalisation, female genital mutilation or grooming. Staff and governors understand the current guidance and have a very clear understanding of the different types of abuse. They take this responsibility seriously and are effective at all levels. Staff know how to raise any concerns they have about a pupil’s welfare using the effective school system. Leaders work well with families and external agencies to ensure that pupils receive well-targeted support, as required. Your staff have a very good knowledge of potential concerns within the community the school serves. This increases their vigilance in spotting and reporting concerns about pupils’ well-being. Pupils know how to keep themselves safe, including when using online technology. E-safety lessons and parent meetings help pupils and their parents understand how to manage risk and be safe online. Pupils enjoy coming to school. Parents and pupils agree that the school is a safe place to learn.

Maryland Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 65% Agree 32% Disagree 1% Strongly Disagree 0% Don't Know 1% {"strongly_agree"=>65, "agree"=>32, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} Figures based on 71 responses up to 27-01-2022
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Figures based on 71 responses up to 27-01-2022

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Figures based on 71 responses up to 27-01-2022

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Figures based on 71 responses up to 27-01-2022

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Figures based on 71 responses up to 27-01-2022

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Figures based on 71 responses up to 27-01-2022

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Figures based on 10 responses up to 27-01-2022

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Figures based on 71 responses up to 27-01-2022

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Figures based on 71 responses up to 27-01-2022

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Figures based on 71 responses up to 27-01-2022

unlock

Figures based on 71 responses up to 27-01-2022

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Figures based on 71 responses up to 27-01-2022

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Figures based on 71 responses up to 27-01-2022

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Figures based on 71 responses up to 27-01-2022

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
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