Queen's Drive Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
265
AGES
5 - 7
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(14/9/17)
Full Report - All Reports
100%
NATIONAL AVG. 92%
Happiness Rating

Ofsted Parent View

21.2:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
6.5%
NATIONAL AVG. 8.2%
Persistent Absence
81.3%
NATIONAL AVG. 21.2%
Pupils first language
not English
14%
NATIONAL AVG. 16.8%
Free school meals
10.5%
NATIONAL AVG. 12.6%
Pupils with SEN support
Queen's Drive West
Peterborough
PE1 2UU
01733343914

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. Your evaluation of the school is accurate and, consequently, the plans to address any areas of weakness are well focused. Plans are reviewed frequently to make sure they result in sustained improvement. Governors, several of whom have been recently appointed, support leaders well. They are increasingly involved in checking the work of the school and creating plans for future improvements. Governors speak with pride about the school and share your enthusiasm and desire to raise standards further. Since the previous inspection, Queen’s Drive Infant School has grown from having two classes in each year group to three. Leaders and governors managed this change effectively. You did not allow the growth of the school to distract you from your day-to-day focus on developing the quality of teaching and, subsequently, ensuring that pupils achieve well. Overall outcomes at the end of key stage 1 are improving year on year, particularly in reading, writing and mathematics. Pupils are very well positioned to move on to their next phase of learning by the time they leave the school at the end of Year 2. You and other leaders ensure that the school’s inclusive values are put into practice. You rightly identify that a significant number of pupils have substantial barriers to learning, including joining the school with very little or no understanding of the English language. However, you and your staff are totally dedicated to providing what is needed for pupils to overcome any barriers and succeed. Pupils spoke of their pride in the school and how Queen’s Drive is a ‘very friendly school’. As one pupil proudly stated: ‘We are good at looking after each other. We care and share.’ The pupils’ enjoyment of school and respect for each other, alongside the high expectations of staff, lead to an atmosphere across the school which is calm and purposeful but, equally, lively and fun. The school is moving forward. The areas for improvement in the previous inspection report have been tackled effectively. Pupils are provided with opportunities to work both independently and with each other. Teachers’ clear instructions and careful questioning help pupils work through their learning tasks successfully. High-quality feedback from teachers gives pupils a greater awareness of what they need to do in order to move their learning forward. You have put in place a consistent whole-school approach for writing. Pupils are given many opportunities to practise their writing skills in a wide range of genres and across all subjects. Pupils’ workbooks from the previous academic year evidence strong rates of progress for most pupils. Pupils’ progress in writing is now as positive as it is in reading and mathematics. Although this is a clear improvement on pupils’ previous achievements, you know there is still work to do to ensure that boys do as well as girls in writing. The attendance of pupils has improved across the school. You and your leaders promote good attendance, using positive praise and reinforcement effectively. You track the reasons for absence carefully and work closely with parents to manage situations that affect attendance. As a result, you are increasingly successful in preventing the persistent absence of any pupils, and this is enhanced by the effective support provided to vulnerable families by the family liaison officer. Safeguarding is effective. There is a strong culture of keeping pupils safe. You have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. You work closely with other professionals and services to ensure that children and families receive timely and effective support. Rigorous systems are in place for the recruitment and induction of new staff. The training staff receive means that they are effective in recognising and responding to signs of concern. Pupils say they feel safe and are well looked after, and parents unanimously agree. Pupils have complete faith that adults in the school will listen to them if they are worried at all. They do not feel that bullying is an issue. They are confident that staff deal with the rare issues of poor behaviour firmly and fairly. The curriculum provides countless opportunities to support children in being safe. Pupils talk confidently about how to stay safe, for example when they are online or crossing the road.

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
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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
01733 747 474

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.

Queen's Drive Infant School Reviews


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