Portobello Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
196
AGES
4 - 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
0191 433 2757 / 0191 433 2109

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
(9/5/18)
Full Report - All Reports
63%
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

Tamerton Drive
Birtley
Chester le Street
DH3 2LY
01914104571

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have successfully embedded a pleasant, welcoming ethos. Portobello Primary is a cheerful, inviting haven for pupils and families. The large majority of parents and carers would recommend the school to others. They describe it as an ‘amazing’, ‘friendly’ place where ‘children are recognised as individuals’ and are ‘looked after and safe’. Staff have a genuine fondness and respect for pupils; they care deeply about pupils’ welfare and happiness. Similarly, pupils admire staff, finding them ‘fun’ and ‘encouraging’. They believe that teachers plan work that ‘is exciting’. Polite, gracious interactions are indicative of the mutually respectful relationships that abound. This positive atmosphere means that pupils across key stages behave well and conduct themselves sensibly in and around the environment. The previous inspection report challenged you to raise attainment in writing and improve the quality of teaching. You have been successful in tackling these recommendations. In both key stages 1 and 2, pupils’ outcomes in writing have, over time, been sustained slightly above national averages. Teaching, learning and assessment are good. Consequently, pupils’ outcomes in reading, writing and mathematics, overall, have improved. A higher proportion of pupils reached the expected standards in reading and mathematics in key stage 1 than was seen nationally in 2016 and 2017. In key stage 2, the proportion of pupils reaching the expected standard in all subjects improved in 2017 to be broadly in line with the national average. You have maintained a consistent focus on improving the quality of teaching, learning and assessment despite some turbulence in staffing since the previous inspection. Leaders’ support and challenge to staff is apt and well directed. You have ensured that regular, high-quality training is accurately based on adults’ individual needs as well as the school’s key areas for improvement. Leaders at all levels get into classes to examine the quality of teaching and learning taking place in subjects across the curriculum. Regular ‘book looks’ and honest, professional discussions about pupils’ progress and outcomes are a regular feature of leaders’ work with staff. Effective practices are celebrated and shared. You are not, however, complacent. You have correctly identified that the teaching, learning and assessment of writing and mathematics in the early years require closer scrutiny. Some adults’ expectations of what children can do and achieve are too low. Children in the early years do not have sufficient challenge in their writing or mathematical learning and tasks. Not all children, therefore, leave the early years fully prepared for the demands of the Year 1 curriculum. You also recognise that whole-school improvement plans need sharpening. While focused on the correct priorities, it is not always clear, for example, what success might look like or precisely how it will be measured. Also, you have noticed that not all leaders, particularly those responsible for foundation subjects, track pupils’ progress in a consistent manner. Some subject leaders are still learning their craft. They are developing the required skills and confidence needed to lead and manage their areas of the curriculum in the effective manner that you expect. Currently, some subject leaders’ action plans are not specifically focused on improving teaching and raising pupils’ outcomes. Together with governors, therefore, you are challenging as well as supporting leaders at all levels to hone their practice. Safeguarding is effective. The safety and welfare of pupils is at the heart of everything you do and you have ensured that the school’s safeguarding arrangements are effective and fit for purpose. You engage the expertise and skills of external partners, such as social care, police, and health professionals, promptly where needed. You are also tenacious in following up any concerns or issues that arise, insisting that other agencies take appropriate, timely action. Records are detailed and well maintained. As a result, the most vulnerable families and pupils receive the correct care and support. You have ensured that child protection is high on all adults’ agendas. You make sure that all staff receive regular safeguarding training and are fully aware of their responsibilities in terms of protecting pupils and keeping them safe. Consequently, governors and staff speak confidently about their duties; they know how to spot potential signs of abuse and understand how, and to whom, they must report any concerns or issues.

Portobello Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 72% Agree 25% Disagree 3% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>72, "agree"=>25, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 60 responses up to 10-05-2018
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Figures based on 60 responses up to 10-05-2018

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Figures based on 60 responses up to 10-05-2018

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Figures based on 60 responses up to 10-05-2018

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Figures based on 60 responses up to 10-05-2018

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Figures based on 60 responses up to 10-05-2018

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Figures based on 60 responses up to 10-05-2018

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Figures based on 60 responses up to 10-05-2018

unlock

Figures based on 60 responses up to 10-05-2018

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Figures based on 60 responses up to 10-05-2018

unlock

Figures based on 60 responses up to 10-05-2018

unlock

Figures based on 60 responses up to 10-05-2018

Responses taken from Ofsted Parent View

Your rating:
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