Redhill Primary School
Catchment Area, Reviews and Key Information

School Guide Rating

Redhill Road
Hay Mills
B25 8HQ
4 - 11
Community school
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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School Description

You and your leadership team have maintained the good quality of education in the school since the last inspection, ensuring that Redhill remains a purposeful and exciting place in which to learn. Since taking over as head in 2014 you have established a highly effective leadership team with an ambitious drive for improvement and a sharp focus on improving the quality of teaching, learning and assessment in all year groups. You have an accurate view of the school’s strengths and areas for development. Consequently, you have identified appropriate improvement priorities which have resulted in more pupils making accelerated progress. You have successfully addressed the areas for improvement identified at the last inspection. Children enter the school in Nursery at levels well below those expected for their age and with little or no English language. Children make exceptional progress through Nursery and Reception because of the relentless focus on developing their spoken language skills. By the end of key stage 1, pupils are achieving levels in line with their peers nationally. As a result of actions you have taken following the previous inspection, the teaching of mathematics is now a particular strength of the school. Pupils use their mathematical knowledge, understanding and skills confidently and fluently in all year groups. The work in pupils’ books shows that they are able to solve increasingly difficult problems effectively and give clear explanations for their answers. Consequently, the large majority of pupils, including the disadvantaged and most able pupils, are doing well in this subject. Standards in mathematics are rising. In 2016 pupils’ progress in mathematics was significantly above national expectations. Currently, however, not enough pupils reach higher standards in reading and writing at the end of key stage 2. You have identified this and since September you have strengthened the teaching of reading. This is beginning to accelerate progress in reading so that more pupils are now targeted to achieve higher standards. You recognise that more still needs to be done to ensure that progress in English matches the strong progress in mathematics. Redhill School community is one of immense diversity, as pupils are from a wide range of ethnic backgrounds. Pupils are highly respectful and tolerant of each other. They understand and appreciate differences between people, including those from different faiths and cultures. As a result, pupils’ spiritual, moral, social and cultural development is promoted exceptionally well. Pupils have an excellent work ethic and strive to achieve their best. Their behaviour in lessons is exemplary. Redhill is a small school and staff know the pupils very well. Pupils say they are happy and feel safe in school. They have a good knowledge about different types of bullying and know what to do if it happens to them. They are confident that bullying is rare in school but that ‘teachers would sort it out quickly’ if it did happen. The school’s behaviour logs show that bullying is rare and quickly and effectively dealt with. There is a real sense of community between the school and parents. Parents greatly value the genuine ‘open-door’ policy and feel that teachers are always prepared to listen. Parents are very supportive of the school and feel that their children are very well prepared for life in modern Britain. As one parent said ‘the school gives our children the right values’. Attendance has been below national rates for several years. You have identified the reasons for this and taken effective steps to reduce persistent absence and improve overall attendance. Governors are very supportive of you and your staff and recognise the successful way in which you have addressed the areas for development and the challenges since the previous inspection. Governors have an understanding of the school’s strengths and areas for improvement as a result of the information you provide. They have clear roles and responsibilities and visit the school often. They have taken part in safeguarding training with the staff and monitor aspects of safeguarding with you. Newer governors are being well supported to understand the strengths and weaknesses of the school. However, you have identified that more needs to be done to further secure their understanding in order for them to be able to confidently challenge the information you give them.

Redhill Primary School 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
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


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

0121 303 1888

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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