Northern Parade Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
346
AGES
4 - 7
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
Not Rated

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(2/2/16)
Full Report - All Reports
95%
NATIONAL AVG. 92%
Happiness Rating
21.6:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
8.1%
NATIONAL AVG. 8.2%
Persistent Absence
16.6%
NATIONAL AVG. 21.2%
Pupils first language
not English
27.5%
NATIONAL AVG. 16.8%
Free school meals
13.2%
NATIONAL AVG. 12.6%
Pupils with SEN support
Kipling Road
Hilsea
Portsmouth
PO2 9NJ
02392662596

School Description

You and the associate headteacher have sustained the school’s effectiveness since the last inspection. You and your staff clearly focus well on promoting pupils’ wider personal and social development alongside their academic progress. The school’s values, that include independence, motivation and challenge, guide the work of staff at all levels. Pupils benefit from good care and support. This was evident during the day, as adults gave encouragement and support to pupils both in and out of lessons. All parents who spoke to me informally spoke warmly of the caring and nurturing approach at the school and I saw many instances of this in action during the visit. You have received minimal support and challenge from the local authority over recent years. Instead, you opt to draw on outside expertise to provide challenge and advice. You use various partnerships to keep teaching fresh and look for ways that it can improve. Your current work with a local university to improve teaching in mathematics is a good example. This project has clearly boosted staff confidence in tackling aspects of mathematics and we saw some of the new approach in action in several lessons. Pupils were paying close attention to their calculations, using resources to guide their thinking and supporting one another well. Above all, they were clearly enjoying working things out and were proud of their achievements. Governors have a good awareness of the school’s key priorities. They take a keen interest in current developments, such as the project to improve the way teachers assess pupils’ work, to help pupils know how well they have done. The Chair of the Governing Body listed a number of questions he had identified from last summer’s assessments. These were pertinent and demonstrated that governors provide a degree of challenge for senior leaders as part of their strategic role. During my visit, I saw pupils who were happy and settled in lessons. They persevered with their work and received good support from adults. Some of your support assistants are very skilful in keeping the momentum in pupils’ concentration going. You explained to me that some of your pupils can start to misbehave if the quality of teaching slips. You tackle weaker teaching through support and coaching and make sure that, if pupils are losing out, this does not happen for very long. You have asked your teachers to build variety into lessons, to avoid pupils sitting for too long on the carpet, for example. In each lesson, we witnessed teachers changing their teaching methods to keep pupils interested and involved. Pupils are clearly familiar with this flexibility and move from carpet to tables, and back, sensibly and quickly. Pupils leave the school with a strong grounding in reading and mathematics. Their writing is almost as good and has shown an improving trend over recent years. Writing has certainly improved since the last inspection. More-able pupils are also doing a lot better than they were at that time, particularly in reading. There is some work to do to close the attainment gap for pupils from disadvantaged backgrounds. Although the gap closed somewhat in the 2015 Year 2 assessments, those currently in Year 2 left Reception with a wide gap. The associate headteacher and I looked at some of these pupils’ progress over the last two years and there is still some catching up to do in reading, writing and/or mathematics. Safeguarding is effective. My meeting with the governor who has responsibility for safeguarding shows that this important aspect of the school’s work is given high priority. More than one governor has had recent training in safeguarding, to make sure the latest government guidance is being followed. Involving another governor in this role has been a conscious step, to support continuity with this important responsibility, should it become necessary. Governors speak to staff to check that training and induction for safeguarding is as it should be and the school’s policy is embedded. Governors’ last safeguarding audit covered a wide range of activities to check that pupils are kept safe and that staff know the correct procedures should they become concerned. Governors have taken their duty to protect pupils from radicalisation or extremism seriously. All have received the ‘Prevent’ training recently. Discussions with leaders and governors during the visit showed that this duty had been given careful consideration, taking the infant school context into account. There was no sense of ‘this does not apply to us’. On the contrary, I observed a keen awareness from all leaders that ‘it could start here’ and that staff need to be well versed and well prepared.

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 2020, ONS
023 9268 8008

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.

Northern Parade Infant School Reviews


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