Priory Park Infant School & Playgroup
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
Not Rated


Almond Road
St Neots
PE19 1DZ
01480398010
Pupils
257
Ages
4 - 7
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(15/11/17)
Full Report - All Reports
99%
NATIONAL AVG. 92%
Happiness Rating

Ofsted Parent View

19.0:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
5%
NATIONAL AVG. 8.2%
Persistent Absence
8.6%
NATIONAL AVG. 21.2%
Pupils first language
not English
16.3%
NATIONAL AVG. 16.8%
Free school meals
3.7%
NATIONAL AVG. 12.6%
Pupils with SEN support

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are an aspirational and reflective leader who is always looking for ways to improve the school. You have built up a dedicated leadership team that plays a full part in school improvement. Together you have developed a calm and purposeful ethos with high expectations regarding pupils’ well-being and academic achievements. You have ensured that high-quality professional development and the sharing of best practice with local schools have supported improvement in the skills of teachers and teaching assistants. Consequently, most pupils make good progress from their starting points. In 2016 and 2017, standards at the end of Year 2 were above average in reading, writing and mathematics. The proportion of pupils attaining greater depth is a strength of the school. We saw evidence of pupils working at a high standard when applying their mathematical knowledge to solve difficult problems. Additionally, we saw pupils writing complex sentences with a wide range of vocabulary during literacy and cross-curricular activities. This indicates that the issue regarding writing at the previous inspection has been rectified. Pupils are well prepared for the transition to their junior school. Governors have an accurate view of what is working well and what could be improved. They hold you to account effectively for pupils’ outcomes, and teaching, learning and assessment. Recently, you and your governors have taken over the governance of the playgroup. You have ensured that the new playgroup accommodation is stimulating and fit for purpose. Everyone is dedicated to making the integration of the playgroup into the school community as smooth a process as possible. Your aim is to improve teaching and learning so that the children enter Reception with a better understanding of reading, writing and number. Your pupils are proud of their school. They behave well in lessons, show respect to each other and contribute to the welcoming ethos. Pupils speak highly of their friendships within school. Parents are extremely supportive about the school. The vast majority who responded to Ofsted’s online questionnaire, Parent View, indicated that their child is happy, makes good progress and is taught well. Reception parents value the school’s use of technology to see what their child has been learning during the day. Year 1 parents working with their children during a ‘look and learn’ session told me, ‘It is useful to see how our children learn so that we can follow that through at home.’ A typical parent statement on the text review stated ‘the overall ethos of the school enables the children to flourish’ and ‘a big bonus is ‘forest school’ which is a wonderful experience for the children’. The mark of your strong leadership is that you are never complacent and correctly recognise the areas that require further improvement. You acknowledge that more disadvantaged pupils consistently need to reach the expected standards in reading, writing and mathematics across the school. Safeguarding is effective. There is a very strong culture of safeguarding within the school. Records are detailed and of a high quality. You and your governors have ensured that the playgroup staff are now part of the school’s single central register and that the playgroup’s welfare requirements are well met. Risk assessments for ‘forest school’ activities are meticulous. I observed a group of pupils walking safely and sensibly to the nearby site in appropriate clothing. Staff and governors have appropriate training to help them understand their responsibilities in keeping pupils safe. You all place a high priority on keeping pupils safe and providing strong pastoral care for them. The school’s family support worker helps vulnerable families effectively. Pupils stated that they feel safe in school, knowing that adults will help them if they have any worries. Parents agreed that their children are safe within school. Key stage 1 pupils discussed enthusiastically how to stay safe within school and the wider community.

Priory Park Infant School & Playgroup Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

0345 045 1370

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.

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