South Park Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Water Lane
Seven Kings
Ilford
IG3 9HF
02085901496
Pupils
684
Ages
3 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(12/9/18)
Full Report - All Reports
63%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The great majority of pupils, including those who have special educational needs (SEN) and/or disabilities, now make strong progress in reading, writing and mathematics. As a result, more pupils are now achieving standards at and above those expected for their age. Unvalidated results for 2018 show that the standards attained by Year 6 pupils were much higher than in the previous year, including disadvantaged pupils. This improvement is also evident in pupils’ books. Pupils work very hard and with very positive attitudes. They listen carefully to each other’s ideas and work well together. They take considerable pride in their work, which is well presented. This is shown not only in their written work but also in the impeccable way that they work on written number problems in mathematics. Pupils told us that they appreciate how their teachers respect them for working hard as they challenge themselves to learn new skills. This is a very happy, purposeful school. Staff, parents, pupils and governors are all highly appreciative of the school’s fair and inclusive approach and hold leaders in high regard. Parents feel that their views are listened to and say that you are always willing to ‘go the extra mile’ for them and their children. As one parent commented, ‘Everyone from the headteacher to the caretaker makes the parents feel so welcome.’ You have an accurate view of the school’s main strengths and those areas that should be further developed. Rightly, improving standards of reading and mathematics is a priority and you have sought to make swift improvements. Leaders, including those with subject responsibility, have been involved in monitoring the quality of teaching and learning. Governors, too, have been able to observe the quality of teaching for themselves. As a result, everyone is clear about how the school can improve further and leaders are taking the right actions to make these improvements. Most parents appreciate the work that the school does to keep them well informed about their children’s progress. Several commented that their children love coming to the school. However, pupils’ attendance overall remains below average and the school’s work to tackle this was a focus for this inspection. Safeguarding is effective. Leaders have ensured that all safeguarding arrangements are fit for purpose and records are complete. All checks on the suitability of staff to work at the school are in place. Clear systems exist for staff to make referrals when concerns arise, and subsequent actions are followed up effectively. Leaders work very well with families and external agencies to ensure that pupils receive well-targeted support when required. Staff training, including that related to the ‘Prevent’ duty, is up to date. Staff have a good knowledge of potential concerns within the local area. This increases their vigilance in spotting and reporting concerns about pupils’ well-being. The school has a very friendly atmosphere and pupils appreciate this. In conversation, pupils were relaxed and happy. They told me that they feel very safe in school and that bullying is very rare. They enjoy coming to school and find the staff both helpful and respectful. As a result, pupils behave well and have positive attitudes towards the school. Inspection findings We agreed three lines of enquiry for this inspection. The first of these related to pupils’ achievement in mathematics. This was because there had been a decline in pupils’ progress and attainment in recent years. The school has used its own specialist staff and links with local schools to produce some good-quality support materials to help teachers in their planning. This, together with ongoing advice and training, has helped teachers to feel confident to teach interesting and innovative mathematics lessons. In addition, the greater emphasis placed on cementing pupils’ basic number skills is now paying dividends. Pupils’ work over time in books shows rapidly increasing skill and is extremely well presented, with higher standards now being attained in both key stages 1 and 2. As a second line of enquiry, I looked at leaders’ actions to improve pupils’ reading, including their knowledge and use of phonics. This, too, was because of a fall in standards in recent years.

South Park Primary School Catchment Area Map

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

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

020 8554 5000

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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