Stanah Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
400
AGES
4 - 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
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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
0300 123 6707

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
(10/7/18)
Full Report - All Reports
72%
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

Lambs Road
Thornton-Cleveleys
FY5 5JR
01253825225

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The Stanah Primary School motto is ‘work hard, be kind’. You and your deputy headteacher ensure that pupils and staff embrace this saying. Pupils explained to me how everyone at their school is ‘warm and welcoming’. They value highly the help that they receive from their teachers. Pupils are keen to help each other. For example, they value the opportunity to be an ‘online safety champion’. These pupils help to educate their peers about how to stay safe on the internet. Generally, parents support the school and believe that their children make good progress. Almost four fifths of those who responded to Ofsted’s online questionnaire, Parent View, would recommend the school. Staff are proud to work at the school. They feel that they are well supported by you and your leadership team. Staff are excited about the ongoing developments that leaders continue to secure in the quality of teaching. Teachers are enthusiastic about the training that they receive. They feel confident to try out new approaches and further develop their teaching skills. Staff welcome the opportunity to share examples of good practice with each other. Following the last inspection, teaching assistants also benefit from appropriate training. This ensures that pupils benefit from greater levels of consistency in the use of whole-school policies. For example, as a result of effective training, teaching assistants use questioning techniques that pupils are familiar with. Governors are committed to securing better outcomes for pupils. They know which aspects of the school require further development. For instance, they are aware that in 2017 pupils’ rates of progress in reading at key stage 2 were not good enough. Governors’ accurate understanding of the school means that they ask pertinent questions of leaders. As a result, leaders’ efforts have secured better outcomes for current pupils in reading at key stage 2. Nonetheless, governors do not hold leaders to account effectively enough for the progress made by groups of pupils. This is especially the case for disadvantaged pupils and those pupils who have special educational needs (SEN) and/or disabilities. Teaching provides a higher level of challenge for pupils than at the time of the previous inspection. As a result, your own assessment information shows that current pupils, particularly the most able pupils, make better rates of progress than they have done in the past. This is especially the case in reading at key stage 2. However, this is not yet consistent throughout the school. Although some teachers are highly skilled at using assessment information to plan learning, there are times when teachers do not use this information effectively. Because of this, on occasion, pupils complete activities that lack challenge. There is still some work to do to ensure that teachers consistently plan learning that challenges pupils to make good progress from their different starting points. Leaders’ plans to improve the school are appropriate because you have an accurate view of the school. You set measurable targets to ensure that you achieve your goals. For example, since the last inspection you have focused on further developing the teaching of phonics. As a result, the proportion of pupils in Year 1 who have achieved the expected standard in phonics increased this year. Those pupils who did not achieve the expected standard in phonics at the end of Year 1 receive appropriate support from staff to ensure that they catch up with their peers. Safeguarding is effective. Leaders and governors ensure that the systems in place to safeguard pupils at the school are fit for purpose. Pupils report that they feel safe in school. They are confident that there is an adult in school that they can talk to if they have any worries. Pupils learn about how to keep themselves safe. For instance, pupils in Year 3 learn about road safety and pupils in Year 5 benefit from ‘bikeability’ sessions. Pupils across the school show a strong awareness of how to stay safe on the internet. The pupils I spoke with during the inspection explained to me how they know not to share their personal information, such as their home address and the name of their school, online. There are suitable procedures in place to ensure that adults at the school are safe to work with pupils. Staff receive regular safeguarding training. This ensures that they understand the steps to follow if they have concerns about a pupil. Pupils report that incidents of bullying are rare. They are confident that staff will deal with any incidents of bullying effectively. Pupils understand the negative effects of racist behaviour and they show respect and tolerance for different backgrounds and types of families. Pupils explained to me how they learn about different religions such as Hinduism and Christianity in religious education.

Stanah Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 56% Agree 36% Disagree 7% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>56, "agree"=>36, "disagree"=>7, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 84 responses up to 16-07-2018
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Figures based on 84 responses up to 16-07-2018

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Figures based on 84 responses up to 16-07-2018

unlock

Figures based on 84 responses up to 16-07-2018

unlock

Figures based on 84 responses up to 16-07-2018

unlock

Figures based on 84 responses up to 16-07-2018

unlock

Figures based on 84 responses up to 16-07-2018

unlock

Figures based on 84 responses up to 16-07-2018

unlock

Figures based on 84 responses up to 16-07-2018

unlock

Figures based on 84 responses up to 16-07-2018

unlock

Figures based on 84 responses up to 16-07-2018

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Figures based on 84 responses up to 16-07-2018

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
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