Meersbrook Bank Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
221
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
0114 27 34567

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
(9/3/17)
Full Report - All Reports
69%
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

Derbyshire Lane
Sheffield
S8 9EH
01142814423

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. At the last inspection, you were asked to improve the teaching of writing. In response, you have ensured that staff have received focused training and opportunities to visit other schools to observe good practice. You have introduced thought-provoking themes that encourage pupils to write and have chosen highquality texts to support their reading and writing. Consequently, in the majority of classes, pupils demonstrate stamina for writing and present their work well. The teaching of writing is particularly effective when pupils are responding creatively to their teachers’ direction and secure subject knowledge. Pupils in key stage 2 are using imaginative vocabulary and language conventions relating to spelling, punctuation and grammar with confidence. In 2016, at the end of key stages 1 and 2, pupils’ progress and attainment were above national averages in writing at the expected standard, but in key stage 1, insufficient proportions of pupils demonstrated writing in greater depth. You were also charged to improve the quality of learning in reading and mathematics through improving feedback to pupils. You have successfully implemented a new policy that is being applied consistently by staff. In 2016, pupils made strong progress in reading, but slightly below average progress in mathematics. You have supported teachers to improve the teaching of mathematics. As a result, teachers are providing greater challenge to pupils to develop their reasoning skills, but pupils are not consistently able to demonstrate their mastery of mathematics in order to achieve the highest standards of attainment. The attainment and progress of current pupils in reading, writing and mathematics are good. The school’s own assessment information shows that between 60% and 75% of each class are working within standards typically expected for their age. Between 20% and 30% of pupils have high attainment. Work in pupils’ books provides convincing evidence of this. Safeguarding is effective. You and your governors have ensured that safeguarding policies have been updated in line with government guidance and that staff have been trained to identify signs and symptoms of harm or potential radicalisation. Record-keeping is detailed and shows effective work with other agencies. However, because of the challenges of the school site, some safety procedures could be even more effective. For example, leaders have not analysed the cause of some minor accidents or ensured all risk assessments reflect the specific needs of Meersbrook Bank School closely enough. Inspection findings You and your governors demonstrate ambition and determination to further improve the quality of education provided at Meersbrook Bank School. Together with your staff, you are ensuring that pupils receive exciting and stimulating learning experiences. The quality of learning in science is a strength, with many planned opportunities for pupils to develop and apply their scientific skills to hands-on experiments. You have ensured that learning across all areas of the curriculum is effective and pupils are encouraged to develop their creativity through music and art. Pupils particularly enjoy learning Spanish. Mutual respect between pupils and staff is helping to secure studious and productive learning in most lessons. Pupils present their work with pride because of high expectations instilled by their teachers. Teachers’ planning is effective in ensuring that pupils are working on tasks that are well-matched to their abilities, enabling most pupils to make secure progress as they move through school. Staff are enabling pupils to access an impressive range of extra-curricular clubs and activities. Pupils were positively wide-eyed as they described attending a large range of sports and craft clubs. Governors make a substantial contribution to the school. You provide governors with detailed reports, assisting them to carry out their roles effectively. Minutes of meetings show that governors appropriately hold leaders to account, asking challenging questions focused on pupils’ academic success and well-being. You have appointed a pupil premium ‘champion’ who works effectively to provide social and emotional support to disadvantaged pupils and their families. You take care to ensure that disadvantaged pupils receive well-chosen academic support to enable them to make the progress of which they are capable. The link governor for pupil premium ensures that the progress of disadvantaged pupils remains high on the agenda, regularly requesting information and assurance that the needs of pupils are being met. Thus, although in 2016 disadvantaged pupils made slightly less progress than other pupils nationally, the progress of current pupils is broadly in line with others. Additional funding for children looked after is thoughtfully spent and personal education plans show considerable support is ensuring that these pupils receive the support they need to achieve well. Nationally published assessment information in 2016 shows that girls did better than boys in reading, writing and mathematics. You have taken care to address this issue, to use texts that appeal to both boys and girls and to plan thematic learning that ignites the interest of all pupils. The most up-to-date assessment information shows there is not a consistent pattern regarding the progress and attainment of boys or girls. In half of the classes girls outperform boys and in half the reverse is true. In 2016, the proportion of pupils achieving the expected standard in the Year 1 phonics screening check fell for the third year and was below average. You took urgent action to address this, ensuring that all staff, including additional adults, received phonics training. Pupils have responded well to online resources that have helped to make phonics learning fun. You took action to ensure that the quality of phonics teaching in the early years and Year 1 is effective. As a result, most pupils currently in Year 1 are on track to achieve the expected standards in the phonics screening check. Above average proportions of children enter Nursery with skills and abilities that are typically seen. Children make secure progress throughout the early years so that four fifths enter Year 1 ready to learn. Early years staff have recently been commended for providing a good standard of education for the youngest children in school, achieving the local authority charter mark for early years provision. The leader for the early years has ensured that many daily opportunities are provided for children to develop their language and communication skills. You have secured the skills of a speech therapist to support successfully those children who have been slower to develop their language skills. Staff carefully select resources to help children develop the basic skills. The cumulative effect is that the proportion of children achieving a good level of development has increased for three years in a row. Leaders have developed a highly effective approach to developing pupils’ spiritual, moral, social and cultural understanding. This has resulted in very consistent behaviour across the school. Pupils respond well to school values and display kindness towards one another. They say there is ‘no bullying’. The school’s own records support this view; racism and bullying are extremely rare. In 2015, the attendance of some disadvantaged pupils and those who have special educational needs and/or disabilities was too low. Leaders have given considerable attention to improving attendance throughout school, so that the vast majority of pupils now attend school regularly and on time. Attendance is now broadly in line with the national average overall and persistent absence is below national figures.

Meersbrook Bank Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 72% Agree 21% Disagree 4% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>72, "agree"=>21, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 159 responses up to 19-07-2019
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Figures based on 159 responses up to 19-07-2019

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Figures based on 159 responses up to 19-07-2019

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Figures based on 159 responses up to 19-07-2019

unlock

Figures based on 159 responses up to 19-07-2019

unlock

Figures based on 159 responses up to 19-07-2019

unlock

Figures based on 159 responses up to 19-07-2019

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Figures based on 159 responses up to 19-07-2019

unlock

Figures based on 159 responses up to 19-07-2019

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Figures based on 159 responses up to 19-07-2019

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Figures based on 159 responses up to 19-07-2019

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Figures based on 159 responses up to 19-07-2019

Responses taken from Ofsted Parent View

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