Meadow Primary School
Catchment Area, Reviews and Key Information

4 - 11
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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
0300 200 1004

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.

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)

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

Sparrow Farm Road
KT17 2LW

School Description

The leadership team has maintained the good quality of education since the last inspection. You have established a strong team of leaders who are dedicated and strive to ensure that all pupils receive a good quality of education within a safe and stimulating environment. This is reflected in the comment made by one parent who wrote: ‘A truly lovely environment for my children to not only have a great education but to thrive in a safe and caring school.’ You have established a programme of training and support for leaders and teachers at all levels enabling them to build their skills to provide rich learning experiences for pupils. This has helped pupils to learn well and make good progress, particularly in mathematics. In the national test in 2017, pupils’ progress in mathematics was above average at the end of Year 6. As a national leader for education, you have provided support to other schools and also have brought back to Meadow Primary School ideas and practices that have enhanced what you already do well. You have taken the opportunity to enable staff to visit other settings. This has widened their horizons and enabled them to reflect on their own practice to help pupils to learn. One teacher wrote: ‘I have worked at the school for several years and have seen the progress the school has made since becoming Meadow Primary. I am proud to be a teacher at Meadow.’ Parents and carers too appreciate the way in which the school strives to become even better. One parent wrote: ‘The leadership team appear to be continuously thinking of ways for the school to progress in a positive way, keeping the children at the heart of any decision.’ Pupils love their school and say there is very little they would like to change. In the pupil survey, the vast majority of pupils say they feel happy and safe in school. They say there is very little bullying and that behaviour in class and around the school is usually very good. Pupils understand that one or two individuals struggle to manage their behaviour but they are confident that adults take rapid action so that learning is not disrupted. Pupils appreciate the wide range of activities that are available to them. Pupils say that the curriculum is rich and stimulating and that teachers are always looking for activities that make learning fun and enjoyable. This was seen in the quality of displays in classrooms and around the school showing a vibrant and stimulating curriculum. Pupils particularly enjoy trips and visits that add to their enjoyment of school. During the inspection, pupils in Year 3 spent most of the morning learning about the ancient Greeks through a drama workshop. In addition to enhancing their understanding of life in that time, this also promoted their spiritual, moral, social and cultural understanding well. Pupils of all backgrounds get on well together. They are polite, friendly and helpful and they enjoy talking to visitors about their school. They say there is no discrimination and that they are all treated equally. During lunchtime break, pupils enjoy a variety of physical equipment and activities that help to keep them fit and healthy. In classrooms, pupils behave well and, at times, exceptionally well. They enjoy good working relationships with teachers and they demonstrate very positive attitudes to learning. Pupils are proud of their work and take delight in sharing their success with visitors. Since the previous inspection you have introduced a new spelling programme and this has shown gains in the proportion of pupils who achieved and exceeded the expected level in the 2017 grammar, punctuation and spelling test. However, you are disappointed that pupils do not routinely apply this knowledge to their writing, and this is something that you are addressing. One recommendation from the last inspection was to ensure that work is always demanding and closely matched to the needs of pupils of all abilities. In our joint visits to lessons, we saw that teachers provide work at different levels for pupils of different abilities, enabling pupils of all abilities to progress well in most subjects. You know that more needs to be done to accelerate boys’ progress in reading and writing. You have introduced a reading programme to help pupils, particularly boys, to increase their attainment and progress in reading. This has stimulated boys’ interest and engagement with reading and is already showing signs of success. You are aware that actions to improve boys’ progress in writing remain at an early stage. Pupils do not always use their knowledge of spelling, grammar and punctuation when writing and there are not enough opportunities for pupils to write at length both in English and in other subjects. There are times when boys do not settle quickly to write because they are not yet confident in some aspects of grammar and so they do not have the confidence to begin to write.

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