Monkfield Park Primary School
Catchment Area, Reviews and Key Information

School Guide Rating

School Lane
CB23 5AX
4 - 11
Community school
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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School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. Your passion and aspiration for pupils to achieve the best that they can in all aspects of school life are shared by staff. Staff are proud to work at the school and want the very best for the pupils that they teach. Leaders and teachers work very effectively as a team to achieve improvement priorities that have been identified through accurate self-evaluation. Governors know the school well. They use their regular visits to the school and governing body meetings to check that leaders’ actions are making a difference to the quality of education provided. As a result, you have acted to address the areas for improvement identified at the previous inspection. Regular checks on the quality of teaching are used to provide training and development opportunities for teachers, which they welcome and use to ensure that the quality of teaching, learning and assessment remains good. School leaders, governors and teachers have an accurate view of pupils’ progress. You recognise that some changes in staffing have caused variation in progress for some pupils in the past. Staffing is now more stable and leaders’ checks on pupils’ progress are ensuring that these pupils are catching up and making good progress. Teachers’ assessment accurately identifies the next steps in pupils’ learning. Pupils know exactly what they need to do to improve their work and deepen their understanding. Teachers and leaders use assessment information to identify those pupils who are at risk of falling behind and make sure that they get any extra help that they need. As a result, most pupils in the school, including disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities, make good progress. Pupils are happy and enjoy the school, as shown by their low rates of absence and good behaviour. They have positive attitudes to learning. Good relationships between pupils and with adults contribute to pupils’ strong progress. Pupils say that when the behaviour of others does not meet teachers’ high expectations it is quickly dealt with. Your review of the curriculum has ensured that pupils develop knowledge, skills and understanding in a broad range of subjects. The curriculum supports pupils’ spiritual, moral, social and cultural development well. As a result, pupils enjoy learning and show a very good understanding of others’ beliefs and cultures. They know why it is important to respect the views of others and treat everyone equally. Opportunities to elect members of the school council and ‘eco-warriors’ help pupils to understand the democratic process and provide opportunities for their views to be heard. Pupils are prepared well for the next stage of their education and for life in modern Britain. Leaders and governors make good use of the support and challenge provided by the local authority (LA). The LA provided support for the able deputy headteacher when she took on the role of acting headteacher in your absence last year. As a result, there was no loss of direction in moving towards the priorities for improvement identified. Safeguarding is effective. Keeping children safe from harm is given the highest priority. Leaders carry out all of the checks required to ensure that adults are suitable to work with pupils. The record of these checks is accurately maintained and reviewed regularly by governors and annually by the LA. You are the designated person responsible for safeguarding and have a wider team that includes the deputy headteacher and four staff, including the manager of the Monkfield Park Care and Learning Centre (the pre-school provision managed by the school). All members of this team are trained to the same standard and are highly knowledgeable about their roles and responsibilities. You make sure that records of concerns are accurate and updated as necessary. Serious concerns are referred quickly to external agencies so that pupils and their families get the help that they need in a timely fashion. Leaders and governors make sure that the policies and procedures for keeping children safe are up to date. They reflect the latest published guidance and are reviewed regularly. You ensure that all staff receive annual training and regular updates on how to keep pupils safe from harm. This training includes how to keep pupils safe from the risks of radicalisation and extremism. All staff have very recently completed refresher training on the ‘Prevent’ duty. As a result, adults working at the school know how to recognise the signs that pupils may be at risk from harm and are confident to refer concerns to the safeguarding team. Governors fulfil their responsibilities for safeguarding. They have a good understanding of the risks that pupils face. They make sure that staff training and the curriculum support the ethos of keeping pupils safe from all types of risk. Governors ensure that statutory requirements for safeguarding children in the early years provision are met. Pupils learn how to keep safe through their lessons, including personal, social and health education, and through assemblies. They spoke confidently about how they are taught to stay safe when working online and using mobile technology. As a result, pupils can recognise the risks, and know what to do to keep themselves safe and how to report concerns. Pupils understand bullying, in all of its different forms, and how it is harmful. They say that, when it occurs, teachers deal with bullying quickly. Pupils can report any concerns that they have to an adult or by using a note on the ‘worry monster’. They are confident that their concerns are dealt with. As a result, pupils feel safe in the school. Almost all parents and carers who responded to Parent View, Ofsted’s online survey, agreed that pupils are safe, happy and wellcared for. Inspection findings To demonstrate that the school remains good, I focused on several lines of enquiry. The first of these was about whether leaders’ actions had improved pupils’ achievement in writing across the school. This had been identified as an area for improvement in the previous inspection report. You have ensured that improving the quality of teaching, learning and assessment of writing is a key priority in your improvement plans. There is now a consistent approach to teaching spelling. As a result, most pupils spell common words correctly. By the end of key stage 2, pupils’ attainment in the grammar, punctuation and spelling test is above the national average. Teachers focus on the accurate use of grammar and punctuation whenever pupils write. They provide opportunities for pupils to use, apply and develop their writing skills across the curriculum. Pupils have many opportunities to write at length and for a variety of purposes. I saw examples of this when observing learning and scrutinising pupils’ work, for example when pupils in Year 6 wrote about St Lucia and the First World War in their topic work. This helps most pupils to make good progress in writing. The standards pupils attain in writing are high. Pupils’ attainment in writing at the end of key stage 1 and key stage 2 and the proportion of children assessed as being at the expected level in writing at the end the early years have consistently been above the national average. Pupils develop handwriting that is typically neat and well formed.

Monkfield Park Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

0345 045 1370

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.

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