Pashley Down Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
260
AGES
4 - 7
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

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, ONS
0300 330 9472

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(14/06/2018)
Full Report - All Reports



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£19.95
Per month
Beechy Avenue
Pashley Down Infant School
Eastbourne
BN20 8NX
01323730719

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Governors and the local authority have guided the school through a period in recent years where there have been significant changes of staff. All senior leaders and several teachers have been appointed since the previous inspection. With a new permanent headteacher and deputy headteacher in post, the school has entered a period of greater stability. Leaders and governors have an accurate understanding of the school and are ambitious to make it the best it can possibly be. Morale among staff is high. The overwhelming majority of staff enjoy working at the school and feel proud to be part of the team. Senior leaders provide appropriate professional development opportunities for all staff. Staff embrace leaders’ vision of improving the school and all work hard to bring this about. Pupils love coming to school. They work hard, have positive attitudes to learning and are proud of their achievements. The school’s environment, inside and out, plays an important part in generating pupils’ enthusiasm for learning. Immersive displays in corridors recreate such places as fairy tale woodlands and the seaside, helping pupils to be inspired by their learning. The outside area is exceptionally well used to extend pupils’ learning and enrich their experience. The curriculum is a treasure trove of memorable learning experiences. Pupils enjoy caring for the animals and chickens in the school’s mini farmyard. They grow their own vegetables and go on adventures in the woodland. One boy vividly recalled the time when he had gone on an expedition to the woods with his classmates to find the polar explorer Ernest Shackleton. Parents are very happy with the school. One parent, speaking for many, said: ‘The strong sense of community makes this a happy school and a joy to be part of.’ All parents who recorded their views on Ofsted’s online survey, Parent View, said that their children enjoy school, are safe and make good progress. Parents I met with at the start of the day echoed these views and appreciated the way that the whole community gets on harmoniously. They particularly praised the school’s curriculum and the use of the outside areas. One parent said of her daughter: ‘She has developed a curiosity for learning new things and every day is a new adventure.’ Pupils agree that the playground is a friendly place where pupils get along well and are kind to each other. Occasionally, pupils fall out and play roughly at breaktimes, but staff are quick to notice and take swift and effective action. However, pupils are not clear about the differences between such incidents and bullying, and sometimes confuse the two. Outcomes for pupils are good and improving, especially in reading and mathematics. The proportions of pupils who achieved the expected standard in reading, writing and mathematics at the end of key stage 1, in 2017, were below the national figures. However, the proportions of pupils who achieved greater depth were above the national averages. This academic year, pupils are writing more frequently and in a range of subjects and, as a result, are making stronger progress. This has addressed one of the areas for improvement identified at the previous inspection. However, the school’s new approaches to the teaching of writing have not had time to embed, so pupils are achieving less well in writing than in other subjects. Also, we agreed that pupils’ handwriting and the presentation of their written work is not at a consistently high standard. Senior leaders use pupils’ progress information to set challenging targets and to intervene quickly when pupils start falling behind. Leaders sharply focus on how well groups of pupils are achieving, including disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities. In this, they have addressed another area for improvement from the previous inspection. The teaching of phonics is a strength of the school. The proportion of pupils who achieve the expected standard in the phonics screening check at the end of Year 1 has risen steadily over recent years. This year, outcomes in phonics are on track to be well above the national average. The deputy headteacher has set up a phonics hub at the school, which offers valuable support and training to other schools. Children get off to a good start in the early years. Outcomes have continued to rise in recent years and are securely above the national average. Children learn in wellresourced classrooms and outside areas. Leaders’ work to improve the outside learning environment has addressed another aspect from the previous inspection.

Pashley Down Infant School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>11, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 75 responses up to 15-06-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>16, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 75 responses up to 15-06-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>21, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 75 responses up to 15-06-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>13, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 75 responses up to 15-06-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 75 responses up to 15-06-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>17, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>5} UNLOCK Figures based on 75 responses up to 15-06-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>19, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 75 responses up to 15-06-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>19, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>21} UNLOCK Figures based on 75 responses up to 15-06-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>19, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 75 responses up to 15-06-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>20, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 75 responses up to 15-06-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>35, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 75 responses up to 15-06-2018
Yes No {"yes"=>96, "no"=>4} UNLOCK Figures based on 75 responses up to 15-06-2018

Responses taken from Ofsted Parent View

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