Salisbury, Manor Fields Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
220
AGES
5 - 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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Very Likely
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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
01225 713010

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
(11/5/17)
Full Report - All Reports
67%
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

Wilton Road
Salisbury
SP2 7EJ
01722322832

School Description

You provide high-quality leadership. The pupils in the school have a wide range of abilities, including those who enter with skills well above that which would be expected and those who have profound and multiple learning difficulties. Many of the most vulnerable arrive part-way through their school career. Your constant drive and great enthusiasm have established a school in which all pupils are included and expected to achieve. Despite numerous staff changes, the leadership team has maintained the good quality of education in the school since the previous inspection. You have built on the areas of strength and addressed the points for improvement from the previous report. You and your staff habitually explore developments in education, weighing up and implementing improvements that have been effective elsewhere. Many of your current teachers are at an early stage in their teaching careers, and three are newly qualified. Ably assisted by your deputy, you provide strong support to these teachers, with clear expectations, regular feedback and training. Good practice is shared across the school. In responses to the Ofsted questionnaire, all staff strongly agreed that the school is well led. When visiting classes, we saw that the pupils had excellent attitudes towards their learning. They were closely engaged in their work, concentrating and contributing. The books we looked at showed that all year groups are making at least good progress. The most able pupils achieved particularly well last year in Year 6. Some of the current Year 6 pupils of all abilities showed me a range of pieces of work that they rightly felt had really challenged them. One said, ‘This school is going to be something we’ll remember for all our lives.’ Another confirmed, ‘It sets us up for the future.’ Leadership responsibilities are shared across the experienced teachers in the school. Due to staff changes, many leaders are new to their roles, including those responsible for literacy, pupil premium support and special educational needs. These leaders are well organised, enthusiastic and highly committed to raising achievement. You have ensured that they have developed good professional knowledge about their subject areas. As yet, they are less effective in getting a strategic overview through analysing data about pupils’ progress or monitoring the quality of learning directly. This makes it harder for them to identify priorities for improvement and to fine-tune what they are doing to make improvements. This is an area you identified for action when the changes of role became necessary. You have improved attendance for individual pupils with a history of persistent absence. You have funded a ‘family link partner’ who meets parents informally and supports them. All of the parents who responded to the questionnaire said that they would recommend the school to others. Parents feel that the school’s staff team is very approachable, and praise the steps it takes to welcome them by, for example, encouraging them to come in and eat lunch with their children. One spoke for many when they wrote about the school in saying that they ‘feel very privileged to be a part of it’. Safeguarding is effective. You and your staff at all levels demonstrate an absolute commitment to pupils’ wellbeing. You provide very effective early support for families, while working closely with external agencies when required. You keep detailed and high-quality records. Governors make sure that they listen to pupils and check any concerns that they may have, for example by talking to members of the school council. You have ensured that all safeguarding arrangements are fit for purpose. Almost all parents and pupils who responded to the questionnaires feel that children are safe in the school. Typical comments included parents saying that staff ‘genuinely care’ and that the school has been ‘extremely supportive and understanding’. I spoke about safety to pupils in all year groups. They all said that they felt safe and would feel confident about going to an adult if needed. They knew how to ensure each other’s safety and how the school acted to make sure hazards were overcome. They knew what bullying is, but all thought there was none. You have effectively reduced exclusions from the comparatively high level two years ago. You exclude only where it is essential and work closely to support the families and pupils involved. You are careful to follow up when children move to other schools to make sure the new school has received them and has the information it needs.

Salisbury, Manor Fields Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 78% Agree 20% Disagree 2% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>78, "agree"=>20, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 50 responses up to 23-03-2018
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Figures based on 50 responses up to 23-03-2018

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Figures based on 50 responses up to 23-03-2018

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Figures based on 50 responses up to 23-03-2018

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Figures based on 50 responses up to 23-03-2018

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Figures based on 50 responses up to 23-03-2018

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Figures based on 50 responses up to 23-03-2018

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Figures based on 50 responses up to 23-03-2018

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Figures based on 50 responses up to 23-03-2018

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Figures based on 50 responses up to 23-03-2018

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Figures based on 50 responses up to 23-03-2018

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Figures based on 50 responses up to 23-03-2018

Responses taken from Ofsted Parent View

Your rating:
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