Robert Sandilands Primary School and Nursery
Catchment Area, Reviews and Key Information

Primary
PUPILS
233
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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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, ONS
01635 519771

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 criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

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.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(26/11/2019)
Full Report - All Reports
72%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Digby Road
Speen
Newbury
RG14 1TS
0163540318

School Description

Pupils and staff work in harmony together at this school. Pupils trust their teachers to do their best for them. They feel safe and looked after. Staff take every effort to get to know their pupils well. They make sure that pupils are happy and ready to learn. Teachers are dedicated to developing each pupil as an individual. They are very ambitious for pupils to succeed. As a result, there are high expectations of what pupils can do. Teachers encourage pupils to challenge themselves. They do this both in pupils’ learning and in their personal development. Pupils understand how important these challenges are. As one explained, ‘It will help us when we are adults.’ Pupils behave very well throughout the school. In class, they concentrate well and work with purpose. In the lunch hall and out on the playground, pupils show respect and care for each other. Older pupils take it on themselves to look out for the younger ones. Parents appreciate what the school does for their children. One parent’s comment summed up how many feel, ’The support all children give to one another, the sense of team, and the respect the children show each other is amazing.’ What does the school do well and what does it need to do better? Leaders have taken care over putting together the curriculum. They have clear subject plans that set out what and how they want pupils to learn. Teachers make sure that pupils understand the purpose of what they are learning. Their teaching is often skilled in deepening pupils’ understanding. For instance, in mathematics pupils must prove their answers to be right. They debate the methods they have used to solve a problem. They will do this often as a whole class. Pupils explain and discuss their thinking with accuracy and confidence. Leaders and teachers are ambitious in their plans for what pupils will learn. This has ensured that pupils have very secure knowledge and understanding. The strongest learning is in mathematics and English. Here, pupils excel in what they achieve by the time they leave. Many subjects are close to the same high standard. For example, there is effective learning in history. Pupils have a real sense of curiosity. They do not flinch from grappling with difficult ideas. Teachers ensure that they introduce new knowledge with care. As a result, pupils make deep gains in their understanding. This is especially true in the older year groups. Reading is a priority throughout the school. Pupils love to talk about what they are reading. They are regular and frequent readers. Pupils often use the school’s two libraries. These stock a range of books that are well matched to pupils’ interest and phonics (letters and the sounds they represent) ability. Teachers ensure that pupils have a rich diet of reading. They place a strong and persistent focus on widening pupils’ vocabulary. Leaders of the early years provision are striving for further improvement. Staff begin teaching phonics as soon as pupils start school. Leaders’ aim is that more children become even better at reading by the end of Reception year. They have implemented an ambitious plan to further improve children’s learning. Teachers ensure that children who need to catch up do so quickly. By the end of Year 2 all pupils can read independently. This gives pupils a strong starting point for the next stage of their education. Pupils have very good attitudes towards their learning. They want to listen and understand. They show respect to their teachers and to each other. Teachers are quick to pick up on pupils with special educational needs and/or disabilities (SEND). They have a thorough understanding of each pupil’s needs and what support is then required. Many teachers show skill in adapting their teaching to support the individual needs of pupils with SEND. Learning at the school is not just about what happens in lessons. Leaders want all pupils to have opportunities to develop into well-rounded people. The school guarantees pupils key experiences during their time at school. These help them gain a wider view of the world. Opportunities range from learning basic first aid to visiting the Houses of Parliament. As a result, pupils have a well-developed sense of themselves as individuals. They also grow to understand more about the world they live in. The headteacher is passionate about education. She wants the very best for each pupil. Staff and governors share this vision. Teachers value the training and support they receive. They recognise that leaders make every effort to reduce unnecessary workload.

Robert Sandilands Primary School and Nursery Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>16, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 69 responses up to 28-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>19, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 69 responses up to 28-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>32, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 69 responses up to 28-11-2019
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>62, "strongly_agree"=>13, "agree"=>16, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 69 responses up to 28-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>41, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 69 responses up to 28-11-2019
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>33, "strongly_agree"=>39, "agree"=>25, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 69 responses up to 28-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>9, "disagree"=>0, "strongly_disagree"=>18, "dont_know"=>0} UNLOCK Figures based on 11 responses up to 28-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>35, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>9} UNLOCK Figures based on 69 responses up to 28-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>33, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 69 responses up to 28-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>43, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 69 responses up to 28-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>33, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 69 responses up to 28-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>32, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 69 responses up to 28-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>41, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 69 responses up to 28-11-2019
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 69 responses up to 28-11-2019

Responses taken from Ofsted Parent View

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