Monton Green Primary School
Catchment Area, Reviews and Key Information

3 - 11
Community school

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
0161 909 6508

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

Pine Grove
M30 9JP

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your senior leaders are successful in constantly focusing on providing the best possible education for your pupils. You regularly analyse assessment information and consider ways to improve other aspects of pupils’ education, such as their emotional well-being. You devise effective plans to secure improvement, which have detailed information about the actions you will take, the implications for resources, staff responsibilities and the timescales involved. However, you acknowledge that the statements about how you intend to evaluate the effectiveness of your actions do not consistently focus on their impact on pupils’ achievement. You have successfully addressed the areas for improvement that inspectors determined in the previous inspection report. You have ensured that teaching has improved and teachers now plan work for most pupils that provides the right level of challenge to match their abilities, especially in English and mathematics. Teachers assess pupils’ knowledge before a given topic or block of learning to make sure that the work matches their needs. Teachers then assess pupils’ progress after the topic concerned and identify future work to address any lingering misconceptions. However, this system is not fully effective in ensuring that challenge is hard enough for the most able pupils. You now have a more rigorous programme of checks on the quality of teaching and learning. You use strategies, such as lesson observations and analysis of pupils’ workbooks, to good effect, providing feedback to teachers to help them improve. The overall effect of these actions is that pupils make good progress in their learning. However, you recognise that challenge for the most able is less consistent, with the result that the proportion of pupils achieving higher standards in English and mathematics is not as high as it could be. You have also improved communication links with parents. You have introduced a texting service in addition to using email and the school’s website to keep parents informed. You have established regular ‘drop-ins’ every half term, which enable parents to come into school to see the work their child is doing. You also make use of an online system to inform parents about good work their child has done during the day. Your own survey of parents indicates a good level of satisfaction with the ‘drop-ins’, with many saying that they give them a much clearer picture of their child’s work and progress. In a discussion with me, staff showed that they are strongly positive about the leadership of the school and the education that pupils receive. They appreciate the training that you provide, which is carefully matched both to the needs of the school and to their own professional development. This contributes substantially to the good quality of teaching and learning in the school. Staff spoke knowledgably about the opportunities that the school provides to support pupils’ spiritual, moral, social and cultural development. These include clubs, such as street dance, chess and football, and educational visits, like residential trips to take part in adventurous activities outdoors. They also develop pupils’ understanding of other faiths through lessons in religious education, which contribute well to the prevention of radicalisation. The majority of parents who responded to Parent View, Ofsted’s online survey, are very happy about the care, progress and safety of their children in school. A high proportion would recommend the school to others. I spoke to a group of pupils from Year 6 during the inspection. They were polite and articulate and confidently shared their experiences of school with me. They all said that they very much enjoy coming to school. They understand fundamental British values well and told me about activities in school that reinforce them. These include devising their own ‘Golden Rules’, to help them understand the rule of law, and democratically electing representatives to the school council. Planned programmes of lessons in personal, social and health education also contribute well to pupils’ understanding of other cultures, such the life of cocoa farmers in Ghana. I also inspected the school’s unit for pupils with moderate learning difficulties, all of whom have education, health and care plans or statements of special educational needs. Teaching and learning are effective and pupils make good progress from their starting points, with some making progress that is even stronger. Staff manage pupils’ behaviour well and have high expectations of their work The local authority provides support at an appropriately ‘light touch’ level. The adviser knows the school’s strengths and areas for development well. You have also commissioned extra support that is both challenging and effective. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Records are detailed and of high quality. You use an electronic system for recording concerns, which is thorough and shows that, when required, you follow up concerns with outside agencies promptly and rigorously. The school’s record of checks on members of staff is compliant. The school site is secure. Staff check identities of visitors thoroughly on entry to the building. There is a strong culture of safeguarding in the school. Staff and governors receive effective training. You have also provided extra training for staff in recognising behaviour connected with gang culture, which you have identified as an area requiring particular vigilance. Staff know their pupils well and have a good knowledge of potential signs of abuse. Pupils feel very safe in school and know that adults will respond reassuringly and effectively to any concerns they have. Pupils understand the different types of bullying that exist and say that there are few examples of it in school. You report the rare examples of the use of racist or homophobic language appropriately and your actions are effective and there are no repeated incidents. Inspection findings At the start of my visit we agreed a number of key lines of enquiry for the inspection. I have already written about how well you have addressed the areas for improvement identified at the previous inspection and whether safeguarding is effective. Another key line of enquiry concerned how strongly children in the early years make progress. Children make good progress from their starting points. They join the early years with skills and knowledge that are below those that are typical for their age and stage of development. Teachers create a learning environment that supports learning well, with opportunities to read letters and key words and to develop number skills with, for instance, large playing cards and number displays. Children’s work shows they make good progress. In writing, for example, less-able children begin to write more recognisable letters as they progress, while most-able children begin independently to attempt sentences, such as ‘I can see concs (conkers).’ By the end of the Reception Year, the proportion of children who achieve a good level of development is in line with the national average.

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