Pearl Hyde Community Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
292
AGES
4 - 11
GENDER
Mixed
TYPE
Academy converter
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, ONS
024 7683 1622 (primary) 024 7683 1577 (secondary)

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
(07/03/2019)
Full Report - All Reports
33%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Dorchester Way
Clifford Park
Coventry
CV2 2NB
02476610165

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since the appointment of your new leadership team, you have all worked relentlessly to ensure that all pupils make good progress. You have put systems in place to raise standards in reading, writing and mathematics in Years 1 and 2, which had dipped in writing for two years running. Consequently, all groups of pupils are now making good progress to overcome their barriers to learning. Your mission statement of ‘Developing collaboration, curiosity, friendships and selfstarted learning’ is apparent in the learning activities that pupils undertake, such as those seen during World Book Day activities. You and your governors ensure that the school is a happy learning community. In our learning walks to classes, we looked at the challenges offered to both high prior-attaining pupils and disadvantaged pupils in reading and writing in key stage 2. In key stage 1, we looked at the challenge for boys in reading and writing and the challenge for girls in mathematics. As it was World Book Day, pupils were engaged in collaborative activities across the school. We saw teachers providing challenging tasks for all groups of pupils. We noted the strong friendships between the older and younger pupils. They worked collaboratively at designing costumes for characters from the story of Cinderella. Pupils were eager to tell me about the social injustice that she suffered at the hands of the ugly stepsisters. Pupils were involved in problem-solving in identifying how much material they would need to make Cinderella’s ball gown. They used pictures from books to identify character traits of the prince and the stepmother. You know your school very well, including its strengths and areas for development. Your self-evaluation is accurate and understood by all, including the governors. You have eradicated weak teaching in lower key stage 2. You, ably supported by your senior leadership team, have led teaching well. You have done this by ensuring that all teachers know their pupils’ starting points and that planning is focused on increasing progress. Your plans to address the areas that need improving, such as the challenge of high prior-attaining pupils, are clear and appropriate and are underpinned by detailed action plans. Parents and carers are delighted with all that the school offers. Parental responses to the online Parent View questionnaire were overwhelmingly positive. They value your warm and purposeful leadership. Parents know that you always have the best interest of the children at heart. One parent, speaking for many, told me that you ‘live and breathe this school’ and that ‘this is a school that sets children up for life and that teachers educate us in how to help our children.’ The school is a happy learning community where all groups of pupils thrive because they know that teachers will help them to succeed. You have successfully addressed all the areas for improvement identified in the previous inspection report. Low prior-attaining pupils are making gains in their writing. This is because of the emphasis that has been placed upon handwriting and ‘magpieing’ adventurous vocabulary from texts that have been studied in lessons. One Year 2 pupil used the word ‘nocturnal’ when writing about owls. You now monitor the progress of all groups of pupils when you evaluate teaching and learning. Safeguarding is effective. The culture of safeguarding across the school permeates all aspects of school life. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Parents say that their children are very well looked after and that the school premises are safe and secure. Systems are clear and well thought out. There are strong communication channels between the school and the different agencies that work with vulnerable children. Records relating to child protection are detailed, organised and secure. All staff have been trained in the ‘Prevent’ duty, and the school’s approach to keeping pupils safe from the dangers of radicalisation and extremism is effectively implemented. Training for staff and governors is regular and up to date. As a result, all adults understand their safeguarding responsibilities well and know the systems that they need to follow should a child make a disclosure. You have no fear in sharing your concerns with parents. The actions that you take are always in the best interests of the children. You have provided parents with very useful information on how to keep their children safe online. Pupils are fully aware of the importance of ‘staying green’ on the school’s behaviour charts. Pupils that I spoke to during the inspection say that they feel safe in school. They said that bullying is rare and that staff deal immediately with any issues that cause pupils to feel unsafe. The curriculum focuses closely on teaching protective behaviours so that children know what to do to stay safe in different circumstances. Inspection findings We focused on whether there was sufficient challenge for both high priorattaining pupils and disadvantaged pupils in reading and writing across key stage 2. By the time that pupils leave the school, they attain above-average standards in reading, writing and mathematics combined. However, in the national tests, progress in reading and writing for high prior-attaining pupils, including the few disadvantaged pupils, was not as good as that in mathematics. This has now been addressed. Evidence from inspection and the current work in pupils’ books show that your intervention strategies, which are aimed at improving both reading and writing, are having a positive impact. There is a greater emphasis on pupils linking writing to the texts that they have studied in class. This has resulted in high prior-attaining pupils, including those who are disadvantaged, making secure progress in relation to their starting points. One Year 6 pupil said that the recent emphasis placed upon spending longer on studying different genres of text has enabled him to improve his writing. On our learning walk, we did notice that there were inconsistencies in the presentation of some of the pupils’ written work and their spellings. This is an area that you have already identified in your school development plan as needing improvement. You have purchased a wide range of good-quality texts, which has created a culture of enjoyment of reading. All pupils, including those with high prior attainment, are avid readers. They are able to make sense of newly encountered vocabulary and have secure skills of comprehension. Nevertheless, a few of the middle prior-attaining pupils who read to me did not read with sufficient intonation and awareness of audience. High prior-attaining pupils struggled to make comparisons between books on the same topic and the way in which different authors portrayed the same themes. You have implemented an exciting and vibrant curriculum which has engaged boys’ interest. Pupils across the school study the same themes. Wall displays show the deep learning of boys in key stage 1 when reading and writing about Arctic animals. You have ensured that learning is underpinned by the use of online short film clips and visual images which engage and improve boys’ skills of comprehension. Work in exercise books and teachers’ planning show that the ‘mastery’ approach to learning mathematics (where pupils apply what they have learned to a range of different situations) is helping girls grasp mathematical concepts more readily.

Pearl Hyde Community Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>21, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 29 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>14, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>24, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 05-02-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>69, "strongly_agree"=>7, "agree"=>7, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>3} UNLOCK Figures based on 29 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>28, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 05-02-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>17, "strongly_agree"=>59, "agree"=>14, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 29 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>20, "disagree"=>0, "strongly_disagree"=>40, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>31, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>14} UNLOCK Figures based on 29 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>31, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 29 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>31, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>34, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 29 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>38, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 05-02-2024
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 29 responses up to 05-02-2024

Responses taken from Ofsted Parent View

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