Palatine Primary School
Catchment Area, Reviews and Key Information

Special school
4 - 11
Community special school

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

View exam results via the link below and contact the school to ask about measuring pupil progress.

A Parent's Guide to Choosing a Special School


Happiness Rating

Ofsted Parent View

Pupil/Teacher ratio
Persistent Absence
Pupils first language
not English
Free school meals

Progress Compared With All Other Schools

- 6.2 Writing Progress Score 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) - 6.6 Reading Progress Score 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) - 7.6 Maths Progress Score 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)
Palatine Road
BN12 6JP

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have led the school with determination and commitment over the past four years, making the necessary changes to ensure that pupils are at the heart of all that the school does. Staff and governors share your high aspirations for pupils and, under you and your capable leadership team, the school is moving forward at a rapid pace. Since the previous inspection, there have been significant changes to the school. Over the last four years there has been a large turnover in teaching staff. There are new senior and middle leaders. The organisation of middle leadership has also changed recently. You and the governing body have managed these changes well, although you acknowledge that the impact of some of these changes is in its infancy. Staff who completed the online questionnaire were overwhelmingly positive about your leadership. Several teachers praised senior leaders for the ongoing support that they receive and the commitment that leaders show to improving teachers’ work-life balance. You have worked hard to address the areas for improvement identified at the time of the previous inspection. Inspectors required leaders to ensure that the most able pupils received work that was challenging and that teachers planned activities that supported pupils’ next steps in their learning. Expectations for pupils are high, and learning is at the right level for pupils of all abilities. Questioning from teachers is a particular strength and builds on pupils’ prior learning. As a result, pupils make strong progress across all aspects of their development. Since the formation of the new senior leadership team, you and your team have continued to reflect on the impact that your actions are having on pupils’ outcomes. Consequently, you have an accurate view of the strengths and weakness of the school. You have also identified some key areas for improvement. These include building on the work that has already taken place to develop the effectiveness of teaching assistants and reducing teacher workload. We agreed that your systems to track pupils’ academic progress would benefit from fine-tuning so that it becomes even more useful to leaders and staff. All parents who responded to Parent View, Ofsted’s online questionnaire, and those who spoke to inspectors were complimentary about the school. One parent wrote: ‘Now our son has moved to Palatine, he is fully included, supported and nurtured every day. The progress he has made is unbelievable. He thinks he is playing and having fun but so much learning is taking place. We are absolutely delighted with the school and its wonderful staff.’ Governors make a strong contribution to the school, despite some members being relatively new to their posts. Governors are an effective team. They possess the necessary expertise to both challenge and support leaders, particularly when it comes to ensuring the health and safety of pupils at the school. You have correctly identified that some further training for governors is required in order for them to understand the new assessment systems that are in place and to continue to hold leaders to account for pupils’ outcomes. Safeguarding is effective. Arrangements to safeguard pupils are effective. The well-being and safety of pupils at the school is underpinned by the in-depth knowledge that staff have about pupils’ individual needs. Staff take their responsibilities to keep children safe seriously and safeguarding is at the forefront of their thinking. Systems to support pupils’ medical needs are highly effective. Staff are suitably trained to support pupils with medical conditions and individual risk assessments are regularly reviewed and monitored by leaders. As a result, pupils’ health and safety is maintained. Governors make a strong contribution to the safeguarding culture seen across the school. They hold leaders to account for the effectiveness of policies and procedures and ensure that they are up to date with any changes in safeguarding legislation and guidance.

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Very 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 2020, ONS
033 301 42903 033 301 42903

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.

Palatine Primary School Reviews

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