Mountfields Lodge School
Catchment Area, Reviews and Key Information

School Guide Rating

Epinal Way
LE11 3GE
4 - 11
Academy converter
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 last inspection. Since the last inspection, most pupils have continued to make progress close to, or above, national levels in reading, writing and mathematics. You have identified that the progress of disadvantaged pupils is more variable and are taking appropriate action to boost the achievement of these pupils. Leaders have made changes to the curriculum that have helped to improve the quality of teaching, learning and assessment in English and mathematics. You have organised the training that teachers need to implement these changes effectively. The results of teachers’ regular assessments in pupils’ books demonstrate that most pupils are making good progress in writing and mathematics across the school. You have persisted in maintaining high standards of pupils’ behaviour and conduct around the school. You see rapidly what is needed if ever standards fall. For example, when you identified that the behaviour of pupils was not what you expected it to be, especially at breaktimes, you carefully revised the school rules, reminded pupils and teachers of your high expectations and launched clearer systems for rewards and consequences. You make it clear that you expect all adults in the school to model high standards of conduct for pupils to follow. You have introduced suitable training for staff to ensure that the behaviour policy is used consistently. The school’s ‘ABC of good behaviour and learning’ – standing for accept, behave and care – pervades all aspects of school life. Pupils have very positive relationships with their teachers. They are welcoming and polite, greeting visitors confidently and warmly and are keen to share news of their achievements. They proudly wear badges awarded for positive behaviour. Your evaluation of the strengths and areas needing improvement in the school is accurate. You have built on the strengths of the school and launched appropriate and effective strategies for the areas you saw needed to get better. You work productively with the Loughborough Primary Academy Partnership, comprising eight local primary schools, to make sure that your school’s assessments are accurate, and teachers have improved their teaching by sharing good practice across the partnership. After an unsettled period during this academic year, with some unexpected staff changes, the school is fully staffed for September 2016. With the establishment of new and experienced staff in your leadership team, you are in a strong position to continue the improvements you have made since your appointment. Safeguarding is effective. The single central record shows that the school carries out all the required checks of staff. You make sure that all staff receive essential up-to-date safeguarding training, and organise training promptly for any who join at different times of the year. The school keeps detailed case studies of pupils whose circumstances make them potentially vulnerable. These records show that you are vigilant and persistent in your work with outside agencies in providing pupils with the support they need. The pupil mentor carries out important work with individual pupils. Pupils become more settled and feel more positive about coming to school because of their work with her, so their attendance and work improves. She makes sure that potentially vulnerable pupils have a network of adults to go to if they want help with anything. She provides a valuable link with pupils’ homes, giving help where and when it is most needed. This is exemplified by her availability through the school holidays via a dedicated phone line. Families appreciate very much the support, advice and reassurance she provides. Pupils say they feel very safe in all parts of the school. They are well versed in how to recognise risks and keep safe as a consequence of opportunities through the curriculum and extra-curricular events. They are alert to the dangers of accessing inappropriate material on the internet because of clear guidance from their teachers in lessons. Pupils are confident that they have someone to talk to if they have any worries. Inspection findings You took up your post as headteacher in September 2012. You oversaw successfully the conversion to academy status in December 2012. You have developed strong links within the Loughborough Primary Academy Partnership. The partnership enables you to work closely with other headteachers, for example in moderating assessments of pupils’ work, reviewing the curriculum and developing the skills of senior leaders in your school.

Mountfields Lodge 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

0116 3056684

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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