Mossford Green Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
448
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
unlock
UNLOCK

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

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
020 8554 5000

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
(22/5/19)
Full Report - All Reports
75%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock the rest of the data now
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2022 League Tables
  • Read Real Parent Reviews
  • Unlock 2022 Star Ratings
  • Easily Choose Your #1 School
£14.95
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

Fairlop Road
Barkingside
Ilford
IG6 2EW
02085501602

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. Since the last inspection, pupils’ outcomes have improved. For example, the gap in writing for disadvantaged pupils has closed at the end of key stage 2. The leadership team has addressed they key issues raised. For example, leaders now track and analyse behaviour effectively and this has allowed them to target support where it is needed. You, the leadership team and a skilled and proactive governing body have an accurate understanding of the school’s current strengths and weaknesses. From this, you have been able to plan and implement effective strategies that have underpinned the improvement in pupils’ outcomes, most notably at the end of early years and key stage 1. During the inspection, pupils were confident, polite and articulate. Staff respond well to senior leadership. They appreciate the opportunities they are given to improve the quality of their teaching and to develop their leadership roles. Parents who responded to Ofsted’s online survey agreed overwhelmingly they would recommend the school to others. Parents are very positive about the school and your leadership. One parent stated that their child ‘has loved school since the day she started. She really looks forward to going to school because the teachers and support staff are excellent’. This was typical of the many positive comments from parents. Safeguarding is effective. The leadership team have created a culture of safety and vigilance that is embedded across the school. Pre-employment checks on adults working at the school meet statutory requirements. All staff have regular and appropriate training and staff spoken to during the inspection were knowledgeable and confident about the school’s systems for referring concerns. Records are detailed and well organised. Leaders, including governors, hold regular meetings where safeguarding compliance and caseload is checked and follow-up actions agreed. This ensures that you have a rich knowledge of pupils and enables the school to provide the right level of support in a timely manner. The vast majority of parents who responded to the online survey stated that their children are happy, safe and well looked after at school. Pupils feel that behaviour is typically good. Pupils acknowledge that the systems for ensuring positive behaviour work effectively. You have designed aspects of the curriculum to heighten pupils’ awareness of safety issues beyond the school including the risks of extremism, gang affiliation, knife crime and staying safe online. Pupils spoken to during the inspection could identify confidently a number of ways the school keeps them safe. They know what to do if they ever feel unsafe and could identify a number of trusted adults in the school. Inspection findings At the start of the inspection, we agreed three lines of enquiry. The first focused on the actions leaders have taken to ensure strong outcomes for pupils in the early years and key stage 1. This was because, from low starting points, pupils’ outcomes over time have been stronger than those typical nationally. Visiting classrooms with leaders and a review of work in pupils’ books demonstrate that leaders have the highest aspirations for pupils. Children have low starting points on entry. Leaders have identified the need to provide opportunities for children to engage in high-quality speaking and listening and to heighten children’s independence and confidence to engage in more-challenging learning. From the very beginning, routines enable children to make the most of these opportunities. As a result, children in the early years are able to work independently, sustaining focus and making sensible and varied choices about the learning they engage in. They work well with a variety of peers and are responding increasingly well to the heightened challenge provided to them. Across key stage 1, pupils’ reading, writing and mathematics is very well developed. Visits to lessons and work in books demonstrate that pupils develop the confidence and stamina to write at length. As their stamina for writing develops, pupils’ range of vocabulary, technical accuracy and readability is maintained, resulting in often lively pieces of writing. In mathematics, opportunities for fluency and reasoning have resulted in increased challenge for pupils. As a result, they are now more adept at explaining and justifying their mathematics thinking using increasingly precise vocabulary. Adults’ questioning is generally skilful. As a result, pupils are confident to speak about their learning, speak in full sentences and use a range of increasingly complex vocabulary. On occasion, however, adults’ questioning does not always allow pupils to explain or justify their thinking fully. The second line of enquiry focused on the actions leaders have taken to ensure that pupils make strong progress in reading across key stage 2. This is because, over time, progress in this area has slowed. Leaders have been swift to identify the key challenges pupils face in acquiring and demonstrating more-demanding reading skills. From this analysis leaders have developed an ambitious reading curriculum that is underpinned with well-thought-out staff development. As a result, staff are ambitious, committed and skilled in ensuring that pupils are continually supported to achieve their best. Teachers use challenging and inspirational texts confidently to ensure that pupils develop as successful readers. The pupils I spoke to could talk with confidence about the books they read in class and independently. This group of pupils are beginning to make more complex inferences about characters and plot and understand often very complex language. Pupils are highly motivated readers who read widely, frequently and are familiar with a range of authors and their works. As a result, their understanding of more complex vocabulary is developing well. Pupils typically read with confidence, expression and intonation, demonstrating a secure understanding of the text. On occasion, however, texts are not as well matched to pupils’ reading ability or vocabulary knowledge. Where this gap exists, pupils cannot access texts, limiting those pupils in securing the outcomes they are capable of. The final line of enquiry focused on the effectiveness of leaders’ actions to ensure that the provision for pupils with special educational needs and/or disabilities (SEND) is of high quality, leading to strong outcomes for those pupils. This was because you and the leadership team identified this area as a particular strength of the school. Leadership of SEND is very strong. Leaders are focused on prioritising developing independence and engaging pupils who find it challenging to access learning. The approach to teaching and learning across the school demonstrates a thorough understanding of the barriers faced by these pupils that affect their learning. The structured environment allows pupils’ complex needs to be met through small, focused groups to build their language and skills. They then have ample opportunity to apply these skills in a range of contexts. As a result, pupils demonstrate increasing independence in the choices they make and take great pride in their work. In many cases the gap between their current outcomes and those of an age-appropriate curriculum is narrowing rapidly. Additional adults are very well trained and skilfully deployed to support pupils’ range of needs. Typically, they facilitate learning, developing skills, language and independence well. On occasion, feedback from adults supporting pupils is not always precise enough to allow for accurate and meaningful next steps to be planned. Next steps for the school Leaders and those responsible for governance should ensure that: the precision and quality of support given to pupils, through, for example, the questions adults ask, the matching of texts to vocabulary knowledge and the feedback from adults are consistently strong and accurately pitched to their needs, enabling all pupils to make the progress of which they are capable. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Redbridge. This letter will be published on the Ofsted website. Yours sincerely Nick Turvey Ofsted Inspector Information about the inspection The inspection began with a discussion of your self-evaluation and we agreed the key lines of enquiry. Together, we visited lessons and looked at pupils’ work, including the books of pupils in Years 5 and 6 who were on an educational visit during the inspection. I spoke with pupils about their learning and how the school helps to keep them safe. Meetings were held with a group of staff, including those responsible for leading the early years, key stage 1, reading and safeguarding. I met a group of governors and a representative of the local authority. I reviewed a range of the school’s documentation, including the school’s self-evaluation, development plan and single central record of employment checks. I also considered responses to the staff survey, pupil survey and Parent View, Ofsted’s online questionnaire for parents.

Mossford Green Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 57% Agree 38% Disagree 5% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>57, "agree"=>38, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 74 responses up to 17-06-2019
unlock

Figures based on 74 responses up to 17-06-2019

unlock

Figures based on 74 responses up to 17-06-2019

unlock

Figures based on 74 responses up to 17-06-2019

unlock

Figures based on 74 responses up to 17-06-2019

unlock

Figures based on 74 responses up to 17-06-2019

unlock

Figures based on 74 responses up to 17-06-2019

unlock

Figures based on 74 responses up to 17-06-2019

unlock

Figures based on 74 responses up to 17-06-2019

unlock

Figures based on 74 responses up to 17-06-2019

unlock

Figures based on 74 responses up to 17-06-2019

unlock

Figures based on 74 responses up to 17-06-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from Mossford Green Primary School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Mossford Green Primary School?

Register to add photos, news and download your Certificate of Excellence 2021/22

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]