Rise Park Infant School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
Not Rated


Annan Way
Rise Park
Romford
RM1 4UD
Pupils
307
Ages
3 - 7
Gender
Mixed
Type
Academy converter
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(16/5/17)
Full Report - All Reports
100%
NATIONAL AVG. 92%
Happiness Rating

Ofsted Parent View

22.7:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
6.6%
NATIONAL AVG. 8.2%
Persistent Absence
16.2%
NATIONAL AVG. 21.2%
Pupils first language
not English
12.7%
NATIONAL AVG. 16.8%
Free school meals
6.7%
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 previous inspection. The school formed a multi-academy trust in 2014 and became the sponsor school for Rise Park Junior School. You provide inspirational leadership. The staff, pupils and local community trust you and have faith in your abilities to raise standards in the school. As one parent put it, ‘This is a great school. Our children love it and so do we. The head is brilliant!’ You and the recently appointed deputy headteacher have skills which complement each other and provide strong and firm but fair senior leadership. You both have high expectations of what pupils and staff can achieve. You are supported well by other leaders in the school. Your positive relationship with the local authority serves you well in evaluating the school’s overall effectiveness. You and governors share an aspirational vision for the future of the school as part of the academy trust. Parents and carers recognise this. You, your staff and pupils have created a friendly, welcoming community. Even the youngest children in the school are happy and confident to welcome visitors. They talk with pride about their learning. The climate and culture for learning in the school are strong because they are underpinned by caring, trusting relationships between staff and pupils. Since the school became an academy, school leaders have worked hard to maintain a good standard of education in the infant school while supporting the other school in the trust. This has stretched the leadership team’s capacity considerably. Even so, you have rightly identified the priorities you still need to work on in the infant school in order to improve teaching, learning and assessment further. Teachers’ work has focused on improving the teaching of reading and this has had a positive impact on pupils’ achievement. Pupils have a good range of interesting books to read. Adults are skilled at helping pupils to apply their phonics knowledge in order to ‘sound out’ unknown words and, as their skills develop, to understand what they have read. However, teachers are not as effective at prompting and supporting pupils to use their growing knowledge of phonics to help them when they are writing. They sometimes move too quickly to teaching more complex spelling conventions before pupils are secure in all their basic knowledge of sounds and letters. This limits the progress that pupils make. You are also working to develop teachers’ confidence and skills in teaching mathematics, where pupils’ achievement is not as strong as in reading and writing. In particular, pupils are given limited opportunities to develop reasoning and problem-solving skills in mathematics. Leaders have clear plans in place to support teachers in redressing this imbalance. You told me about the school’s work to improve pupils’ skills in thinking and talking about their learning. Leaders’ actions to support teachers in promoting these skills have had a good impact on children’s progress in some classes, particularly in the early years provision. Leaders are keen to share this good practice more widely in all classes. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Leaders work well with external agencies and challenge them to act swiftly when help for a vulnerable child is needed. Staff and leaders are up to date with all aspects of safeguarding training. Referral processes are understood and followed by staff. Checks made to ensure that newly appointed staff are safe to work with children are thorough. Governors monitor the single central record of these checks on a regular basis. Parents are confident that their children are kept safe at school and that teachers ‘really care’. This view was supported by the evidence available to inspectors as they walked around the school.

Rise Park Infant 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
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

01708 434 343

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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