Sir Thomas Abney School
Catchment Area, Reviews and Key Information

Primary
PUPILS
344
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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Very Likely
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
020 8820 7397 / 7398 / 7489 / 7197

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
(26/6/19)
Full Report - All Reports
73%
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

Fairholt Road
Stoke Newington
London
N16 5ED
02088001411

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. All leaders have a detailed knowledge of their areas of responsibility. They form a strong and extremely capable team. As a result, leaders work quickly and effectively on identified areas for improvement. For example, they have worked successfully this year to ensure that all teachers receive the training and guidance needed to teach effective lessons. This has led to increasingly strong practice in the classroom and has supported your continuing drive for consistency. Leaders are now working to embed these changes so that improvements are securely in place. Parents and carers are positive about the teaching and also the way their children are cared for in school. One comment, which was echoed by others, was that ‘teachers are fantastic, empathetic, and sympathetic’. Parents are clear that their children are very happy at the school. The school has a calm and purposeful atmosphere and the pupils are unfailingly polite and well mannered. They show respect to adults and each other and are keen to learn. They participate fully in lessons. They listen and converse in a mature and thoughtful way. Pupils believe that they are challenged to do their best every day and they understand the value of resilience. They enjoy sports and music. Music is a strength of the school. Many pupils have learned an instrument for free and some have won prizes and awards in local competitions. You are supported by a team of skilled governors who share your clear vision for the school and aspiration for your pupils. They work closely with you to identify priorities and monitor and evaluate progress. They focus on these aspects of school development in their visits to the school. Governors are well informed about the school’s progress in these areas. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Records are comprehensive. There is detailed analysis of emerging patterns or trends so that leaders can intervene early. They offer sensitive pastoral support where necessary. Relationships are well managed. Staff have a good understanding of current safeguarding guidance and procedures, and their training is up to date. They are clear on how to report concerns. Pre-employment checks on adults working at the school meet statutory requirements. Governors carry out appropriate checks on safeguarding during the school year. The curriculum is well planned to help pupils understand how to stay safe. Pupils report that they feel safe at school and know how to stay safe outside school. Leaders work with other services to enrich the school’s curriculum offer, anticipating and seeking to mitigate local risks. Partnerships with local agencies are strong and help to safeguard pupils. Inspection findings The first key line of enquiry focused on what the school has done to provide greater challenge to pupils in reading. This was because progress in reading was average by the end of key stage 2 in 2018. This is an area that the school has made significant improvements to in order to accelerate progress for all pupils. There is clear, systematic focus on teaching the processes and skills of reading in all year groups. As a result, pupils tackle increasingly complex texts and question types with confidence. Leaders support and challenge teachers to have the highest expectations of pupils and ensure that staff receive the training they need when inconsistency occurs. Leaders identify and track pupils’ progress in reading carefully and are quick to put in place targeted interventions for those who are at risk of falling behind. Leaders have carefully selected texts that will give pupils a wide range of challenging, high-quality reading experiences. These books have increased engagement with reading and improved outcomes. When pupils talk about the different aspects of books and texts, they are beginning to do so with more complex vocabulary. However, pupils are not yet able to do this routinely and with confidence in all classes. Leaders are aware that this is a next step in ensuring that reading outcomes continue to improve. They have begun work on this area. The second key line of enquiry focused on what leaders have done to ensure that increased proportions of the most able pupils attain the highest levels at key stage 2. This was identified as an area for improvement at the last inspection. As with their work on reading, leaders have tackled this area in a systematic and thoughtful way. This has led to increased proportions of pupils on track to attain the higher standard in most year groups.

Sir Thomas Abney School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 41% Agree 49% Disagree 5% Strongly Disagree 3% Don't Know 2% {"strongly_agree"=>41, "agree"=>49, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>2} Figures based on 63 responses up to 27-06-2019
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Figures based on 63 responses up to 27-06-2019

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Figures based on 63 responses up to 27-06-2019

unlock

Figures based on 63 responses up to 27-06-2019

unlock

Figures based on 63 responses up to 27-06-2019

unlock

Figures based on 63 responses up to 27-06-2019

unlock

Figures based on 63 responses up to 27-06-2019

unlock

Figures based on 63 responses up to 27-06-2019

unlock

Figures based on 63 responses up to 27-06-2019

unlock

Figures based on 63 responses up to 27-06-2019

unlock

Figures based on 63 responses up to 27-06-2019

unlock

Figures based on 63 responses up to 27-06-2019

Responses taken from Ofsted Parent View

Your rating:
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