Newton Westpark Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
206
AGES
4 - 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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Very Likely
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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
01942 244 991

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
(9/1/18)
Full Report - All Reports
71%
NATIONAL AVG. 65%
% 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 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

Tennyson Avenue
Leigh
WN7 5JY
01942606834

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are highly committed to providing the best for your pupils, many of whom come to your school with a range of needs. You work hard to successfully create a warm and caring atmosphere. You take pains to ensure that the school environment is well kept and inviting. You have drawn up an action plan for improving the school’s performance. This correctly identifies the areas that need development. These include increasing the proportion of children achieving a good level of development at the end of the Reception Year and encouraging better attendance. However, you acknowledge that you need to be clearer about how you will measure whether your actions have had an impact on pupils’ achievement. You have successfully addressed most of the areas for improvement that were identified in the last inspection report. The quality of teaching has improved and all pupils make good or better progress. In English and mathematics, the proportion of pupils who now reach the expected standard or better in Year 2 and Year 6 is typically close to or above the national average. Pupils’ basic literacy skills have improved considerably and your new handwriting scheme ensures a more consistently neat style. Pupils’ understanding of English grammar, punctuation and spelling by the end of Year 6 is strong. In 2017, nearly three quarters of pupils achieved the higher standard in the test at the end of key stage 2. You have developed successful strategies to bring about these improvements. These include, for instance, organising exciting visits to support pupils’ learning and the provision of an ‘immersion room’, where pupils are surrounded by images that stimulate ideas to help them improve their writing. You have also introduced new approaches to teaching mathematics, using new resources to support pupils’ learning and providing more opportunities for pupils to solve problems and use their reasoning skills. Subject leaders now carry out more checks on the quality of teaching and learning. They devise plans that have appropriate targets and actions for developing their subject. However, you accept that they do not include a precise enough explanation of the intended impact of their actions on pupils’ achievement. I spoke with a small group of parents and carers who were highly supportive of the work of the school. Almost all parents who responded to Parent View, Ofsted’s online survey, were very positive about the school. They are pleased with the progress of their children and say that staff are caring and easy to approach. My discussion with staff who are not senior leaders indicates that they are very positive about the school. They appreciate the training that you provide for them and feel that it improves their performance. For example, they enjoy the programme of developmental work they do in groups of three, known as ‘triads’, which enables them to improve their teaching methods by observing each other in turn and feeding back strengths and areas to improve. The consortium working on behalf of the local authority to provide support for the school carries out its role effectively. Advisers have a ‘light-touch’ involvement with the school and know the school’s strengths and priorities well. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. In your role as designated safeguarding lead, you make prompt referrals when necessary to appropriate agencies, such as children’s services. The school’s record of required checks on members of staff is complete and complies with government guidance. There is a strong culture of safeguarding in the school. Your staff have warm relationships with pupils and know them well. They also have a secure understanding of safeguarding processes because they have undertaken effective training. They know how to recognise signs of abuse. Pupils feel safe in the school and know, for example, how to protect themselves from the risks associated with the internet. This is because adults give them the information they need to stay safe.

Newton Westpark Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 79% Agree 21% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>79, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 14 responses up to 09-01-2018
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Figures based on 14 responses up to 09-01-2018

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Figures based on 14 responses up to 09-01-2018

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Figures based on 14 responses up to 09-01-2018

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Figures based on 14 responses up to 09-01-2018

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Figures based on 14 responses up to 09-01-2018

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Figures based on 14 responses up to 09-01-2018

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Figures based on 14 responses up to 09-01-2018

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Figures based on 14 responses up to 09-01-2018

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Figures based on 14 responses up to 09-01-2018

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Figures based on 14 responses up to 09-01-2018

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Figures based on 14 responses up to 09-01-2018

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
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Read the full review guidelines and where to find help if you have serious concerns about a school.
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