Purwell Primary School
Catchment Area, Reviews and Key Information

3 - 11
Community school

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics

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Per month

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)
Fairfield Way

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have developed the school’s capacity for improvement by strengthening senior leadership. Since the previous inspection, staff recruitment has been challenging. Over half the teaching staff have changed. Current English, mathematics and information and communication technology subject leaders have only been in place since September 2015. A number of new governors have been appointed including the chair of the governing body. Over time you have increased the number of teaching and learning support assistants, and employed a school family worker. The number of pupils has also increased in the school and there are no longer any mixed-age classes. It is clear from my discussions with your staff, leadership team and governors that your desire to continue to improve the school is shared. During the previous inspection, it was identified that the school had some areas for improvement. Your tenacity to ensure that teaching is now consistently good or better, that staff provide the most able pupils with challenging tasks and that senior leaders effectively use assessment information has paid off. As one parent put it, ‘I have seen my children stretched in their learning.’ As a result of very effective assessment of pupils’ work, teachers now plan interesting and stimulating learning that gives all pupils the opportunity to challenge themselves – and they do, willingly, saying such things as, ‘I am feeling quite confident with this topic but this will challenge me.’ You know your pupils well. You keep meticulous records of their achievements and what they need to do to improve. You support teachers well in their work by providing timely and relevant opportunities for professional development. You have increased the monitoring role of senior leaders. Assessment information is being used well and intelligently. The routine checking on pupils’ progress by looking at their books and talking with pupils is proving to be very effective. Teachers are now held to account for the progress of their pupils in all areas of the curriculum. However, this information is not effectively incorporated into the school’s selfevaluation. As a result, planning for improvement is sometimes unwieldy and not sufficiently focused on key priorities. Currently, leaders focus too much on the actions taken, rather than evaluating the differences these actions make to the quality of teaching and learning. The previous inspection report identified many strengths including that pupils were developing their involvement within the school and the wider local community. Development of the numerous ways that pupils are able to express their opinions and see the impact is a real strength of the school. Pupils meet weekly in ‘pupil voice’ sessions to discuss what they want to do to improve the school further. For example, they now have more equipment available to them in lunch and playtimes. Not only is this having a positive impact on pupils’ behaviour, which remains a strength of the school, but it is also effectively developing social and physical skills. You have enriched the curriculum considerably since the previous inspection. Pupils enjoy a wide range of curriculum subjects together that inspire and meet their interests well. Pupils told me that ‘learning is fun’ and that ‘teachers make learning interesting’. This was evident in the books that I looked at. As a result, pupils’ spiritual, moral, social and cultural education is promoted extremely well throughout subjects like geography, history and science. Enterprise is encouraged. Your ‘fiver challenge’ has motivated pupils to think about setting up their own business, and how to best manage money. Parents are supportive of the school. They appreciate all the hard work that you and your staff do to ensure that their children are well cared for, and receive a good education. One parent, who responded to the Ofsted online questionnaire, Parent View, said, ‘Staff clearly work hard to ensure that children progress well but also to create fun and interesting activities.’ At the time of the previous inspection, the reputation of the school was not as good as you wanted it to be. You have made it your mission to improve this. Parents who responded to Parent View were overwhelmingly supportive of the school and the work that it does. The staff survey equally reflects this view. Pupils use words like ‘inspiring’, ‘amazing’, ‘friendly’ and ‘great atmosphere and fun’ to describe the school.

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 2020, ONS
0300 123 4043

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.

Purwell Primary School Reviews

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