Meridian Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
226
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, ONS
020 8921 8043

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(13/09/2022)
Full Report - All Reports
86%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Old Woolwich Road
Greenwich
London
SE10 9NY
02088583572

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Based on the evidence gathered during this short inspection, I am of the opinion that the school has demonstrated strong practice and marked improvement in specific areas. This may indicate that the school has improved significantly overall. Therefore, I am recommending that the school’s next inspection be a section 5 inspection. Pupils at the school have consistently made strong academic progress and you have maintained these standards over a significant period. Leaders promote the school values well and the inclusive nature of the school is evident in the manner in which you support deaf pupils at the school. Governors challenge leaders well. They plan for the long term, through sustainability, balanced with the appropriate support for leaders. Pupil mobility is relatively high at the school, and 30% of current pupils did not begin their schooling in the Reception class. You ensure that new pupils are assessed quickly so that they can access the school curriculum and their needs are met swiftly. The school maintains a ‘Designated Special Provision for the Deaf’ and deaf pupils are integrated into the main school. Leaders do not see deafness as a barrier to learning, and challenge underperformance from the deaf pupils at the school. In the mornings, deaf pupils receive individualised literacy and numeracy lessons. During these sessions, hearing pupils are taught alongside their deaf peers. The reason for this is that the school accurately tracks all pupils and knows the best environment for pupils to be placed in to maximise their progress. In the afternoons, deaf pupils are successfully integrated into the main school with their mainstream peers. Middle leaders have taken part in teacher research groups. They have worked with local partners to research and devise a mathematics curriculum that is delivering accelerated progress for current pupils. Teachers have benefited from this opportunity by establishing collaborative networks with other schools. Connections with local teaching colleges have kept research and innovation as driving forces for improving teaching at the school. The school’s arts festival has raised the profile of art within the school. All pupils contribute to the arts festival and, alongside the high-quality artwork displayed, pupils produce good-quality writing to bring their artwork to life. At the school’s previous inspection, attainment of disadvantaged pupils was identified as an area for improvement. Disadvantaged pupils at the school are currently on track to match the attainment of non-disadvantaged pupils nationally. You have the highest aspirations for disadvantaged pupils. Leaders now compare their progress to the strongest pupils’ outcomes at the school. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Leaders, including governors, regularly check that safeguarding routines are followed and that documentation is accurate so that pupils are kept safe. All staff are trained to be wary and respond appropriately to safeguarding concerns so that leaders are quickly made aware of potential issues. Leaders show the utmost care when dealing with safeguarding issues and follow all avenues of support to ensure pupils’ safety. Pupils feel safe at the school. They told me that they understand the school’s rewards and sanctions system and that they know how to stay safe online because they are taught about it in lessons. Leaders appreciate the safeguarding issues surrounding social media. When incidents do happen, leaders act quickly and ensure that pupils at the school are kept safe. Inspection findings At the beginning of the inspection, we agreed on three lines of enquiry. The first was based on recent positive outcomes across phases and subjects. We looked at how the school was maintaining this strong pupils’ progress. Strong historical outcomes across key stages and subjects are common. Adults at the school have high aspirations for all pupils. At regular meetings, leaders judiciously analyse pupils’ progress. They use this analysis to target individuals and groups to receive extra support. For example, I observed several pupils from Year 2 receiving extra support with their reading, despite them having passed the phonics screening check in Year 1, in order for them to reach the highest levels of which they are capable. In mathematics, the mathematics mastery approach to the curriculum has deepened pupils’ mathematics skills and broadened their knowledge. Work in pupils’ writing books shows progress in the use of fronted adverbials. This is due to the support of the class teacher when delivering written feedback that pupils act upon. The most able pupils are challenged using extended vocabulary and through the development of independent thinking. In the afternoons, deaf pupils are integrated into lessons with their mainstream peers. All pupils benefit from this arrangement and it reflects the inclusive ethos of the school. In a key stage 2 French lesson, vocabulary was practised. Pupils broadened their French grammar knowledge and, by the end of the lesson, were able to tell the teacher the difference between ‘la’, ‘le’ and ‘les’. Similarly, in an art lesson, skilled direction and an emphasis on individuality meant that pupils experimented in painting. They developed their independence and, consequently, their artwork was of a high standard. Current pupils are making progress in line with the consistently high expectations of the school. Internal pupil information, lesson observations and book scrutiny suggest that current pupils are on track to make strong progress. The second line of enquiry was based on pupils’ progress in mathematics. This was agreed because, despite historically strong achievements in mathematics, recently, mathematics outcomes were relatively lower than outcomes in other core subjects. Leaders are committed to improving outcomes in mathematics. The mathematics curriculum is designed to ensure that progression takes place. The mathematics mastery programme is used well by the school and was seen in pupils’ books. For example, before pupils begin to add fractions, they are taught how to manipulate equivalent fractions and mixed numbers. Pupils showed me the broad range of resources available to help them with their fractions. For example, pupils used a fractions wall in a Year 4 lesson, and similar resources were evident in Year 3 books. Skilful questioning is common in mathematics classrooms. Questions are posed to address common misconceptions. For example, pupils successfully explained why you do not add the denominators when adding fractions and why a placeholder is needed when working with decimals. Middle leaders and teachers are accurate in their assessment of pupils’ attainment and know their pupils’ strengths and weaknesses very well. The work in books and internal pupil information show an improving picture for pupils’ outcomes in mathematics. In mathematics, current pupils are working at a similar standard to that in other core subjects. The third line of enquiry was based on outcomes in phonics. This was agreed because leaders have put significant resources into reading at the school. Senior leaders are aware of the strengths and areas for development in the teaching of phonics. Adults delivering phonics intervention and support do so with considerable skill and with high regard for the needs of individuals. Teachers speak with clarity when teaching phonics so that all pupils have the greatest opportunity to access their learning. Current pupils are making strong progress in their phonics learning.

Meridian Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>18, "disagree"=>1, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 104 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>18, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 104 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>38, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 104 responses up to 14-09-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>73, "strongly_agree"=>10, "agree"=>7, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 104 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>31, "disagree"=>0, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 104 responses up to 14-09-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>35, "strongly_agree"=>46, "agree"=>13, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 104 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>24, "disagree"=>12, "strongly_disagree"=>12, "dont_know"=>12} UNLOCK Figures based on 17 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>38, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>8} UNLOCK Figures based on 104 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>30, "disagree"=>2, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 104 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>37, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 104 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>30, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 104 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>36, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 104 responses up to 14-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>26, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 104 responses up to 14-09-2022
Yes No {"yes"=>98, "no"=>2} UNLOCK Figures based on 104 responses up to 14-09-2022

Responses taken from Ofsted Parent View

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