Old Town Infant School and Nursery
Catchment Area, Reviews and Key Information

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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
01202 261936

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
Ofsted Inspection
Full Report - All Reports
Happiness Rating

Ofsted Parent View

Pupil/Teacher ratio
Persistent Absence
Pupils first language
not English
Free school meals
Pupils with SEN support
Green Road
BH15 1QB

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your staff create a warm welcome for children and their families. Your commitment to put ‘children at the heart of everything we do’ is reflected in your drive to continue to make improvements to the school. You have high expectations and expect the best for children. You are not afraid to challenge any weaknesses in the quality of teaching. You support staff well, providing them with good-quality feedback. Teaching is strong as it is based on an accurate assessment of pupils’ needs. As a result, pupils make good progress from their starting points. These starting points are sometimes very low. In the Nursery classes, staff closely check that activities enable children to form positive attitudes to learning. Most children remain at the school, moving on up to the Reception classes. Others join from several pre-school settings. Last year, a high proportion of children in the Reception classes with complex special educational needs and/or disabilities (SEND) needed extra support to achieve well. Staff gave children plenty of time to settle at the start of the year. This lost some valuable time to teach early reading and writing skills. During the year, children made significant progress; however, a high proportion still needed to gain the skills and knowledge necessary for successful learning in Year 1. You looked at pupils’ needs carefully and made changes which created an individualised approach to learning. Together with your leadership team, you introduced flexible teaching arrangements, aiming to ensure that pupils who need to make more rapid progress are supported well to do this. Teachers plan activities that enable pupils to gain knowledge and move forward quickly. Teaching assistants are well briefed in providing extra guidance for specific pupils. Activities are interesting and relevant. Staff respond positively to pupils’ contributions and, as a result, pupils are confident and lively. More pupils in Year 1 now have the early reading and mathematical skills they need than at the start of the year. Pupils’ books show that they use ideas from their reading to write confidently. However, some do not form letters correctly. This weakens some pupils’ progress in writing. Although pupils work diligently in lessons and show interest in their learning, some pupils’ books are not presented well, showing a lack of pride in their work. Most parents are extremely positive about how teachers help their children to achieve well. A typical comment was, ‘My daughter has transitioned from Nursery all the way to Year 2. Each year, she has been challenged, cared for and moved on by her excellent teachers.’ Pupils are also aware of the high expectations. In discussion, pupils explained that all learning time is important. When asked about how the school could improve even further, they pointed out that they would like to practise their reading, writing or mathematical skills during registration times. Safeguarding is effective. Leaders ensure that all safeguarding arrangements are fit for purpose and that the culture of safeguarding is strong. All pupils who gave a view in an online survey said that they feel safe at school. Staff build positive relationships with parents and take time to understand challenges they may be facing. Many parents expressed views about how much they appreciate that staff do all they can to help parents who are experiencing difficulties or trauma. The designated safeguarding lead keeps safeguarding high on the agenda for staff and there are frequent updates during meetings. As a result, staff understand their responsibilities and know how to report any concerns. Governors and the trust also understand their responsibilities to promote and check safeguarding procedures. Recruitment checks are secure.

Old Town Infant School and Nursery Parent Reviews

Average Parent Rating


I attended this school from 2014-2015 and it was my favourite place in the world. It has many toys and interactive activities to keep your children entertained. Sadly my favourite teacher, Mr Burt, left yet I still think it is an amazing place. From the play trail to the classrooms; it is very friendly. All the staff are amazingly kind and helpful. I would recommend you send your children here if you want them to have a fun, educated and wonderful experience at school. The school takes bullying, mean comments and unfairness very seriously.
83% Parents Recommend This School
Strongly Agree 67% Agree 20% Disagree 7% Strongly Disagree 4% Don't Know 2% {"strongly_agree"=>67, "agree"=>20, "disagree"=>7, "strongly_disagree"=>4, "dont_know"=>2} Figures based on 46 responses up to 07-06-2019
Strongly Agree 65% Agree 28% Disagree 2% Strongly Disagree 4% Don't Know 0% {"strongly_agree"=>65, "agree"=>28, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>0} Figures based on 46 responses up to 07-06-2019
Strongly Agree 61% Agree 28% Disagree 4% Strongly Disagree 7% Don't Know 0% {"strongly_agree"=>61, "agree"=>28, "disagree"=>4, "strongly_disagree"=>7, "dont_know"=>0} Figures based on 46 responses up to 07-06-2019
Strongly Agree 59% Agree 30% Disagree 2% Strongly Disagree 2% Don't Know 7% {"strongly_agree"=>59, "agree"=>30, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>7} Figures based on 46 responses up to 07-06-2019
Strongly Agree 57% Agree 37% Disagree 2% Strongly Disagree 4% Don't Know 0% {"strongly_agree"=>57, "agree"=>37, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>0} Figures based on 46 responses up to 07-06-2019
Strongly Agree 50% Agree 22% Disagree 7% Strongly Disagree 11% Don't Know 11% {"strongly_agree"=>50, "agree"=>22, "disagree"=>7, "strongly_disagree"=>11, "dont_know"=>11} Figures based on 46 responses up to 07-06-2019
Strongly Agree 43% Agree 37% Disagree 9% Strongly Disagree 7% Don't Know 4% {"strongly_agree"=>43, "agree"=>37, "disagree"=>9, "strongly_disagree"=>7, "dont_know"=>4} Figures based on 46 responses up to 07-06-2019
Strongly Agree 35% Agree 37% Disagree 7% Strongly Disagree 0% Don't Know 22% {"strongly_agree"=>35, "agree"=>37, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>22} Figures based on 46 responses up to 07-06-2019
Strongly Agree 57% Agree 26% Disagree 7% Strongly Disagree 7% Don't Know 4% {"strongly_agree"=>57, "agree"=>26, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>4} Figures based on 46 responses up to 07-06-2019
Strongly Agree 59% Agree 26% Disagree 9% Strongly Disagree 7% Don't Know 0% {"strongly_agree"=>59, "agree"=>26, "disagree"=>9, "strongly_disagree"=>7, "dont_know"=>0} Figures based on 46 responses up to 07-06-2019
Strongly Agree 50% Agree 37% Disagree 9% Strongly Disagree 4% Don't Know 0% {"strongly_agree"=>50, "agree"=>37, "disagree"=>9, "strongly_disagree"=>4, "dont_know"=>0} Figures based on 46 responses up to 07-06-2019
Yes 83% No 17% {"yes"=>83, "no"=>17} Figures based on 46 responses up to 07-06-2019

Responses taken from Ofsted Parent View

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