Park Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
461
AGES
3 - 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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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
0151 606 2000

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
(24/4/18)
Full Report - All Reports
59%
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

Love Lane
Wallasey
CH44 5RN
01516386008

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Pupils make strong progress from low starting points. By the end of Year 6, most attain the expected standards in reading, writing and mathematics and are well prepared for secondary school. You lead the school with a passion, energy and enthusiasm that are infectious. As a result, a strong sense of purpose and buzz of excitement characterise the school’s industrious and happy atmosphere. All the parents and carers who completed Ofsted’s online survey, Parent View, said that their children are happy at school, and pupils agree. Staff share your commitment and aspirations for pupils’ achievement and well-being. They enjoy working at the school and morale is high. You are committed to developing your staff’s leadership skills and empowering them to play a key part in school improvement. You receive strong support from your deputy headteacher, who moved seamlessly into this role when your previous deputy left for promotion. This transition is an excellent example of how you cultivate leaders and strengthen the school’s capacity for improvement. When the school was last inspected, leaders were asked to raise standards in writing and ensure that teachers consistently challenge the most able pupils. You have tackled these areas well. By the end of Year 6, pupils now achieve far better in writing. In 2016, Year 6 pupils’ progress in writing was above average and in 2017 it was in the top 10% of schools nationally. In both years, the proportion of pupils attaining the expected standard was also above average. Writing is taught effectively across the school. However, despite children’s good progress in the early years and key stage 1, standards by the end of Year 2 are typically below average. This is also the case for reading and mathematics. You and your staff work very effectively to address the many barriers to learning that children face when they begin the early years. It is clear that, despite strong teaching, these barriers affect outcomes at the end of Year 2. However, leaders are not complacent and are determined to raise standards by the end of Year 2. You have enabled stronger collaboration between the early years and key stage 1 staff. This is improving the consistency of assessments between these phases and ensuring that the early years staff are clear about the standards pupils should reach by the end of Year 2. Your appointment of a phonics leader has had a very positive impact on teaching and learning in this aspect of reading. While these actions are not fully embedded, early signs of higher standards are evident in pupils’ work and the school’s assessments. Leaders use a range of telling evidence to check that the quality of teaching and learning remains strong throughout the school. Your monitoring focuses closely on the extent to which teachers meet the needs of all groups of pupils, including the most able. The sample of work I reviewed showed that teachers provide the most able pupils with tasks that allow them to develop a deeper understanding of subjects. These include more complex or open-ended reasoning and problemsolving activities. The reasoned arguments written by the most able Year 6 pupils about the severity of crime in Elizabethan times was a convincing example of this. Increasingly, more pupils are reaching the higher standards in reading, writing and mathematics by the end of Year 6. In 2017, the proportion of pupils reaching this standard in mathematics equalled the national average, while in grammar, punctuation and spelling it was above average. Most pupils feel that teachers give them challenging work to complete. You ensure that pupils receive a broad and interesting curriculum, with many enrichment activities. The curriculum also prepares pupils well for life in modern Britain. All staff are trained to teach pupils about fundamental British values and they identify relevant and meaningful links with British values when planning topics. This increases pupils’ knowledge and understanding, which in turn enables them to talk confidently about British values. For example, when discussing individual liberty, pupils were adamant that freedom does not mean doing whatever you want. Rather, they explained that people have rights and can make choices, but have to stick within the parameters set out in law. Pupils are also very clear about the importance of respecting people’s differences. A team of very committed and experienced governors enhances the strong quality of leadership and management. Governors have an accurate view of the school’s strengths and areas for development. They use their varying expertise to evaluate the school’s work, challenge its leaders and guide its strategic improvement. The school’s ethos is highly inclusive and reflects leaders’ and governors’ fervent commitment to equalities.

Park Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 86% Agree 10% Disagree 0% Strongly Disagree 0% Don't Know 5% {"strongly_agree"=>86, "agree"=>10, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>5} Figures based on 21 responses up to 13-10-2018
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Figures based on 21 responses up to 13-10-2018

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Figures based on 21 responses up to 13-10-2018

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Figures based on 21 responses up to 13-10-2018

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Figures based on 21 responses up to 13-10-2018

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Figures based on 21 responses up to 13-10-2018

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Figures based on 21 responses up to 13-10-2018

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Figures based on 21 responses up to 13-10-2018

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Figures based on 21 responses up to 13-10-2018

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Figures based on 21 responses up to 13-10-2018

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Figures based on 21 responses up to 13-10-2018

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Figures based on 21 responses up to 13-10-2018

Responses taken from Ofsted Parent View

Your rating:
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