Roseberry Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
398
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 2021, ONS
01642 526605

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
NATIONAL AVG. 2.08
Ofsted Inspection
(19/6/19)
Full Report - All Reports
55%
NATIONAL AVG. 65%
% 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 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

Marsh House Avenue
Billingham
TS23 2HJ
01642360520

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have managed a period of staffing changes with great professionalism, and have remained unwaveringly determined to ensure that you provide the best possible educational experience for all pupils. Such high levels of staffing absence prompted a review of subject leadership across the school. To ensure that there was no lull in your focus for raising standards and improving practice, you have created leadership teams. This has increased the leadership capacity of the school, while providing less experienced members of staff the opportunity to develop their leadership skills alongside established colleagues. Your self-evaluation is an adaptable document that encompasses improvement priorities well. It is reviewed regularly and updated, based upon any emerging needs identified through your monitoring activities. It demonstrates your precise understanding of the strengths of the school and the areas that need to improve further. Since the last inspection, you have invested heavily in staff training, covering a range of educational foci. Staff value your investment in them and the opportunities you afford for them to become the best practitioners they can be. As a result, staff morale is high. Pupils, equally, value your support. You have created a haven of safety and security for all pupils, but especially for your most vulnerable pupils. Pupils know they are cared for, and know that they are respected and valued for the unique individuals they are. High levels of respect are the hallmark of the school. Pupils are courteous and welcome visitors with broad smiles. They readily hold doors open for adults and for each other, and offer a ‘good morning’ and ‘you’re welcome’ to all. Pupils’ attitudes to learning are exemplary, and lessons are very rarely disrupted by inappropriate behaviour. This is because of your high expectations for pupils to respect the differences of others. You have created a truly inclusive school that is an oasis of calm and support. Pupils’ best interests are at the heart of all decisionmaking. You ensure that all pupils get off to a great start each day, by offering every pupil breakfast. This is exceptionally well organised, with older pupils serving toast and cereal in all classes. More importantly, pupils are alert for their lessons and keen to learn. You know that you have more to do to increase pupils’ self-assurance and raise aspirations. You have recently developed attitudinal ‘avatars’ to encourage pupils to show resilience, and to be active team members among others. As a result, you have nurtured a happy school, in which pupils are thriving. Governors are passionate about their roles. They are ambitious for the school’s future and wholly supportive of the work of staff. A review of records of their meetings indicate the level of challenge offered when needed. Governors use their skills wisely, and access regular training to ensure that they fulfil their roles effectively. Detailed headteacher reports, and a strong role in monitoring, enable governors to have a very good understanding of the strengths in practice, and the areas for further improvement. Safeguarding is effective. Safeguarding processes are fit for purpose. Thorough employment checks are undertaken on anyone wishing to work at the school, to ensure that they are fit to do so. The records of this are well maintained and regularly checked for compliance by the safeguarding governor. Staff access regular training to ensure that they are up to date with the most recent statutory guidance and any pressing local issues. All staff questioned were very aware of the important role they play in keeping pupils safe. They could confidently explain the process they must follow should they have any concerns. ‘Child spot’ briefings, every week, ensure that all staff are equipped with essential knowledge surrounding the most vulnerable pupils. The designated safeguarding officer is vigilant in reporting any concerns and in noticing any changes in pupils’ demeanour. She maintains detailed notes and a detailed chronology of events. She does not shy away from giving professional challenge to other agencies if she believes it is in the pupils’ best interests to do so.

Roseberry Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 66% Agree 25% Disagree 7% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>66, "agree"=>25, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 89 responses up to 21-06-2019
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Figures based on 89 responses up to 21-06-2019

unlock

Figures based on 89 responses up to 21-06-2019

unlock

Figures based on 89 responses up to 21-06-2019

unlock

Figures based on 89 responses up to 21-06-2019

unlock

Figures based on 89 responses up to 21-06-2019

unlock

Figures based on 89 responses up to 21-06-2019

unlock

Figures based on 89 responses up to 21-06-2019

unlock

Figures based on 89 responses up to 21-06-2019

unlock

Figures based on 89 responses up to 21-06-2019

unlock

Figures based on 89 responses up to 21-06-2019

unlock

Figures based on 89 responses up to 21-06-2019

Responses taken from Ofsted Parent View

Your rating:
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
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