Springwell Park Community Primary School
Catchment Area, Reviews and Key Information

2 - 11
Community school

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics

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Per month

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)
Menai Road
L20 6PG

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide exceptional leadership for the school. You lead by example and your calm and resolute approach ensures that the pupils at Springwell Park get the very best opportunities. You are ably supported by your assistant headteachers, who share your vision. Along with the rest of the staff, they are passionate about the school and the community you work in. One pupil described the school as ‘a great place to be’, and a governor said, ‘The staff put their heart and soul into every single day’. Governors have a wide range of skills and all are extremely committed to the school. They have a clear understanding of the school’s position and receive useful and timely information to allow them to carry out their roles. They regularly hold senior leaders to account for the quality of teaching and the progress pupils make. Governors challenge and support in equal measure. Children get off to a very successful start in early years. The environment is warm and welcoming and supports the development of early language particularly well. All staff have very high expectations of what the children can achieve, and consequently, children make extremely strong progress. Pupils are very well behaved. There are a number of pupils who can sometimes present with challenging behaviour. However, staff deal extremely well with these pupils so that learning is not disrupted. Rewards and sanction systems are constantly reviewed to keep them fresh. This means that pupils respond well to them. They particularly like the ‘fab 50’ reward scheme, which means that some of the best-behaved pupils go on a school trip. You and your senior team are well aware that attendance has been below the national average and a number of pupils are persistently absent. You work tirelessly to address this issue. You have very robust systems for checking that each pupil attends school as much as possible. A range of rewards for pupils who attend regularly are taking effect. For example, pupils are excited about the prize cabinet and the end-of-year raffle. As a result of the school’s diligent work, attendance is improving for the majority of pupils. When inspectors visited the school in 2013, leaders were asked to improve teaching further and adjust learning in lessons. Teaching is effective across the school and therefore pupils make strong progress in most subjects. You were also asked to accelerate pupils’ progress in writing. Pupils are given opportunities to write for a variety of purposes. The drive to improve writing has been successful. The proportion of pupils achieving the expected standard in writing in 2018 was above the national average. Safeguarding is effective. Procedures to keep pupils safe are highly effective. The school is meticulous in its duty of care to its pupils. Your robust monitoring and recording systems ensure that the support offered to pupils and their families is exemplary. A range of services are offered to pupils, including support with mental health and well-being. Pupils are particularly appreciative of the work done by your pastoral managers to support them when they have worries or problems. Pupils say that they feel very safe in school. Staff have an extremely good understanding of the community the school serves and do enormous amounts to mitigate the risks pupils might face. For example, older pupils attended a workshop about gangs. The safeguarding leaders are very well trained and have a vast amount of knowledge. They ensure that all staff are very aware of how to keep children safe and know what to do if they are worried about a child. Inspection findings At the beginning of the inspection, we agreed some key lines of enquiry. First, we looked at the progress pupils in key stage 1 make in writing. Work in pupils’ books shows that pupils are writing at greater length and with a variety of vocabulary, punctuation and sentence structure. As a result of effective teaching and high expectations, pupils are making better progress than in previous years. Current assessment information shows that pupils in Years 1 and 2 are achieving well.

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
0845 140 0845

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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