Roseacre Primary Academy
Catchment Area, Reviews and Key Information

3 - 11
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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 2021, ONS
01253 477477

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?

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)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Stonycroft Avenue

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Roseacre Primary is a happy and welcoming school where pupils develop as confident and polite children. This is because staff teach pupils to live the school’s values, including respect, courage and determination. You and your senior leaders’ strong and ambitious leadership has ensured that the school continues to improve. You have developed consistent and detailed systems to check on the quality of teaching and learning. Through clear communication, you share your high expectations with all staff. Leaders place a high priority on staff development and have enabled teachers to work collaboratively and learn from other schools and specialists. Staff are keen to develop their practice further and welcome the training opportunities that you provide. You have taken the right steps to improve the teaching of reading at key stage 2. You have put in place wellplanned training and this is having an impact on the progress that pupils make. Governors have a good understanding of the school’s strengths and areas for development. This is because they visit regularly and know the school well. Governors keep their knowledge and skills up to date through regular training. They use their skills to keep a careful watch on pupils’ progress and provide the right level of challenge for leaders. The vast majority of parents and carers are very positive about the school. Those who spoke to us at the start of the school day or who responded to Parent View, Ofsted’s online questionnaire, said their children enjoy school. A small number of parents raised concerns about pupils’ behaviour. During the inspection, we found that pupils behave well in class and around the school. This is because you teach pupils to respect and value other people. Staff are taking the right steps to support the small number of pupils whose behaviour falls below the school’s high standards. Pupils share parents’ positive view of the school. This is because they find learning interesting and enjoy the trips and visits that you provide. Pupils told me that the Year 5 residential trip to Lakeside develops pupils’ teamwork and resilience, through activities such as raft-making. Pupils relish the many leadership opportunities that you give them, including the school council. During the inspection, older pupils escorted visitors to classrooms for parents’ evening appointments. Through these experiences, pupils develop confidence and a strong sense of responsibility. In response to recommendations from the previous inspection, you have made sure that leaders of subjects and key stages keep a close check on their areas of responsibility. You have put in place very detailed and consistent monitoring arrangements which staff use to identify strengths and areas for development across the curriculum. Leaders use these checks to identify the correct training for staff. Subject and key stage leaders have good knowledge of the subjects for which they are responsible. They support their colleagues well. As a result, teaching and learning have improved across the curriculum. At the previous inspection, leaders were also asked to make sure that the work that teachers give to pupils precisely matches their abilities. Leaders have improved assessment and teachers use this information successfully to meet the needs of pupils who have special educational needs (SEN) and/or disabilities. You have correctly identified that, in a small number of classes, teachers give pupils work that is sometimes too challenging or too easy. This means that learning time is lost and, in some lessons, pupils do not make the progress of which they are capable. You are taking the appropriate actions to improve teaching and learning in these classes. Safeguarding is effective. Leaders have ensured that safeguarding arrangements are thorough and fit for purpose. They carry out statutory checks on the suitability of staff to work with children. Staff teach pupils how to keep themselves safe both online and in the wider community, including teaching road safety and fire safety. Parents and staff agree that pupils are safe. Through very regular training, staff have up-to-date knowledge of safeguarding. They are vigilant about the potential risks that pupils may face. Records are very thorough, detailed and effective in linking different pieces of information together. Leaders work closely with parents and other professionals to make sure that pupils are safe.

Roseacre Primary Academy Parent Reviews

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