South Bank Community Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
269
AGES
3 - 11
GENDER
Mixed
TYPE
Foundation school
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(12/6/19)
Full Report - All Reports
50%
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)
Poplar Grove
South Bank
Middlesbrough
TS6 6SY
01642453451

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Despite many considerable changes and challenges since the previous inspection, pupils have continued to make good progress. In 2017 and 2018 for example, the rate of pupils’ progress through key stage 2 was well above the national average in reading, writing and in mathematics. Leaders and governors are committed to ensuring that Southbank Community Primary School serves its local community and families well. As a newly appointed headteacher, you have a dogged determination to make sure that pupils’ learning and well-being are at the centre of the school’s work. To this end, you have looked closely at the leadership, quality of teaching and, along with governors, have made some decisive changes to staffing and structure. Although it is still early days, the impact on improving pupils’ progress from their starting points continues. You and your leadership team have an accurate understanding of the school’s strengths and areas of development. You have been reflective and forward thinking, and have improved the curriculum for all pupils. Pupils benefit from an exciting curriculum which provides them with memorable experiences. The after-school clubs are a particular highlight of the week and pupils enjoy a wide range of curriculum experiences, such as art and crafts, sport, ‘Rubies’ girls clubs, dance and cooking. Parents and carers are delighted with all that the school offers. Parental responses to the online questionnaire, Parent View, were overwhelmingly positive. They value your warm and purposeful leadership. Parents know that you always have the best interests of their children at heart. One parent, speaking for many, told me that, ‘This is a school that sets children up for life,’ and that ‘Teachers educate us in how to help our children.’ The school is a happy learning community where all groups of pupils thrive because they know that teachers will help them to succeed. As a result, pupils’ behaviour and attitudes to learning are impressive. Pupils treat each other, staff and visitors with respect and care. Pupils recognise that the ‘High Five’ of honesty, being helpful and caring, looking after property, listen and work hard, and keep ourselves safe are at the centre of the school. They told me that these values are shared by all pupils. Pupils behave very well in class and around the school, including during breaktimes and lunchtime. Pupils enjoy talking about their work and their achievements. You have established a positive climate for learning, and a nurturing ethos throughout the school that is supported by strong relationships between staff, pupils and parents. Pupils are proud of their school and they are eager to learn. They talk enthusiastically about their enjoyment of lessons and say that teachers make learning fun and interesting. Pupils appreciate the wide range of extra-curricular activities. In particular, they especially appreciate the residential visits and trips, which give them the opportunity to work together and challenge themselves. Pupils value the breakfast club activities, which include reading, drawing and board games. Governors are supportive of the school and recognise that, since your appointment, you and your leadership team have enhanced the school. They acknowledge that the quality of teaching and learning has improved since your appointment. They appreciate the training that has been provided to ensure that they can hold leaders accountable for school performance. However, we agreed that there is still work to do to support and develop governors’ strategic vision. At the time of the last inspection, the school was asked to improve the quality of teaching by providing teachers with more opportunities to share good practice in and beyond school. You have addressed this well. Teachers have received support to improve their teaching from a range of providers, including from other schools in the trust. You were also asked to make sure that pupils are provided with more opportunities to correct and improve their work. Again, this has been done successfully. Pupils know how to edit and improve their work, especially in writing, where they use an effective range of vocabulary and punctuation. You have been less successful in addressing the need to ensure that the most able pupils are challenged. Typically, a below average proportion of pupils still reach the higher standards of attainment by the end of Years 2 and 6. Although current most-able pupils are being challenged increasing well, you agree that further work is needed so that this is consistently the case.

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 2020, ONS
01642 837740/837730

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 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.

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