Sherington Primary School


School Guide Rating


Wyndcliff Road
3 - 11
Community school
4 1 1 2 3 4
Ofsted Report
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% pupils meeting the expected standard in reading, writing and mathematics
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School Description

Sherington is a large primary school with a Nursery which serves a socially and culturally diverse community. About half the pupils are White British and the largest minority ethnic group is of Black African heritage. The proportion of pupils who speak English as an additional language is higher than average, with 23 different languages spoken. Almost a third of the pupils are known to be eligible for free school meals and the proportion of pupils who leave and join the school at different times is high. The percentage of pupils with learning difficulties and/or disabilities is close to average but a higher proportion have a statement of special educational needs than is the case in most schools. The Early Years Foundation Stage is made up of two Reception classes and a Nursery. The school includes a children's centre, managed by the governing body. It was inspected at the same time as the school, but the report is published separately. The school has achieved a Basic Skills Quality Mark and the International Schools Award. It is part of the Get Set Network and holds the Arts Mark Gold, Dyslexia Friendly Mark and the Healthy Schools Award. It has exemplar status for its work in information and communication technology (ICT) Inspection report: Sherington Primary School, 12–13 October 2011 4 of 16 Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate Please tur n to the glossary for a description of the grades and inspection terms Inspection judgements Overall effectiveness: how good is the school? 1 The school’s capacity for sustained improvement 1 Main findings Sherington Primary, a good school at its previous inspection, has improved further and is now outstanding. Leaders, managers and staff share a common vision, evaluating performance rigorously and setting challenging yet realistic targets. Pupils’ attainment by the end of Year 6 has risen considerably, and is above average. It dipped in 2011, but was still a little above the national average and pupils’ progress was good. The reasons for this dip were identified and leaders and managers have taken effective action to ensure that high standards are sustained. The current Year 6 is making good progress towards meeting challenging targets that are higher than those in 2011. Leaders and managers support staff exceptionally well in their professional development and recent changes have been managed effectively to ensure that pupils’ progress and attainment reach the highest standards. Attendance has also improved significantly and is now above average. The outstanding curriculum has been maintained and is a key factor in promoting pupils’ enjoyment and good achievement. Pupils’ experience is greatly enriched by the opportunities which they have to develop skills in music, the arts and information and communication technology. This is greatly appreciated by pupils and contributes significantly to their positive attitude to learning. This is underpinned by a highly successful focus throughout the school on improving literacy and numeracy skills. Pupils show a great sense of enjoyment of all aspects of school life and they behave well. In the return of parental questionnaires, every single one indicated that their child enjoyed school. Children receive a good start in the Nursery. Through the Early Years Foundation Stage progress is good because priority is given to developing children’s literacy and numeracy skills. Across the school as a whole, the quality of teaching is consistently good with some examples of outstanding practice. Stimulating real-life activities help to engage and motivate pupils, and often provide a practical context for learning. Ambitious targets are set for pupils and their progress towards these is very carefully tracked. Marking is regular and detailed, although individual written comments to pupils on how they can further improve their work are less frequent. Pupils throughout the school receive excellent pastoral care and academic support, which is recognised by parents and carers. One commented that the school ‘gives children the time to discuss any issue that they feel will make their targets achievable’. Pupils say that they feel extremely safe and secure. The school makes sure that pupils of all abilities and from all backgrounds are valued and supported so that all achieve well. Pupils who speak English as an additional language and those Inspection report: Sherington Primary School, 12–13 October 2011 5 of 16 Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate Please tur n to the glossary for a description of the grades and inspection terms with specific learning difficulties are well supported and so make the same good progress as their peers. Pupils’ personal development is given high priority and they are encouraged to develop and articulate their own views and to respect those of others. Many pupils demonstrated confident speaking and listening skills in lessons and in other activities. The highly effective headteacher is supported by a strong senior team, which has recently been strengthened, helping the school to cope well with recent staff changes and to integrate new teachers effectively. The school's self-evaluation is thorough and accurate, and the staff share a common focus, working together to further improve teaching and learning. The school is recognised as a leader of good practice and the headteacher and other staff have developed productive partnerships with other local schools. The capacity of the school to improve is outstanding. It has carefully analysed areas for development and implemented focused improvement strategies which have had a very positive impact on teaching and learning, and on pupils’ attainment and attendance. The governing body supports the school strongly, and has been instrumental in improving the school environment and in holding the school to account in its self-evaluation and performance management.

Sherington Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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National School Census Data 2019

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020 8921 8043

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 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.

See Pupil heat maps FAQs for more information about the source of pupil heat map data.

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