Stanville Primary School
Catchment Area, Reviews and Key Information

3 - 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)
Stanville Road
B26 3YN

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You work closely with staff, pupils and parents to ensure that the school is at the heart of the community that it serves. There is a high level of pastoral care for all pupils, but particularly for pupils who have additional needs. Pupils are happy and enjoy coming to school. Parents value how visible leaders are around school and how well staff get to know their children as individuals. Comments from parents included, ‘I have been listened to and supported, I cannot fault the school’ and ‘I could not ask for a better school for my child.’ Your strong leadership has been a key part of the improvement seen in the school. Other leaders are empowered and bring about successful improvement in their areas of responsibility. Together, you have been able to turn around the decline in outcomes that was evident in 2016. You and the governors have managed recent staff absence and budget challenges with sensitivity and effectiveness. Your evaluation of the school is concise and accurate. You have put an improved focus on assessing and tracking pupils’ progress. This enables you and your staff to identify and successfully support pupils who may be at risk of falling behind. There has been a positive response to the areas for improvement outlined at the previous inspection. This is particularly the case for mathematics, where staff training on improving pupils’ calculation and reasoning in mathematics has had a clear impact. Pupils are increasingly confident in their mathematical work and make good progress. At the end of key stage 1 in 2018, the provisional results show that a high proportion of pupils reached the expected standard in mathematics. At the end of key stage 2 the proportion of pupils reaching the expected standard in mathematics has continued to rise over the last two years. While teachers match work appropriately to pupils’ needs in mathematics, sometimes work is not as well matched in the teaching of reading comprehension at key stage 2. When this occurs, pupils do not demonstrate a sufficiently deep understanding of the texts that they are reading. You have put a clear emphasis on improving writing across the school. Teachers use their writing assessments to provide more precise support for pupils. The teaching of handwriting is effective and most pupils are using cursive script with increasing skill and accuracy. Pupils are friendly and respectful in lessons and at social times. Pupils and staff form positive relationships and, as a result, pupils behave well. Some pupils are not clear about how the reward systems in the behaviour policy work or do not feel that rewards are used consistently. A broad range of enrichment opportunities contribute well to pupils’ personal development. Pupils enjoy attending different extracurricular clubs and playing competitive sport against other schools. Pupils were immensely proud of their allotments and flower beds. They use what they have grown to make things such as bouquets and potato salad. You recognise the importance of placing a clear emphasis on partnerships within the community. Parents feel part of the school because they take part in workshops about their child’s learning and help with projects. For example, they helped staff to build an outside garden. Local businesses also support pupils with their learning by contributing to projects in the school grounds. Governors have a good understanding of the school. Your reports to governors are thorough evaluations of the school. Their content is used by governors as a basis from which they can provide you with effective challenge. Governors are well aware of the reasons for the dip in outcomes in 2016. They now have systems in place to become aware of any decline at a much earlier stage. Members of the governing body take their responsibilities seriously in relation to safeguarding and the school website. The school’s website is a good source of information for parents. Safeguarding is effective. Safeguarding procedures are well organised and thorough. The designated safeguarding leaders take their roles very seriously and follow up concerns appropriately. Regular staff training and updates on aspects such as female genital mutilation and child sexual exploitation help to deepen staff’s understanding. The safeguarding culture is good and pupils are kept safe as a result. You have put in place an effective system to provide early help for families. The family support worker and other staff members support families with any pertinent issues that arise. They also help make links for parents with external agencies such as housing associations and medical providers.

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
0121 303 1888

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.

Stanville Primary School Reviews

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