Sunnyhill Primary School
Catchment Area, Reviews and Key Information

3 - 11
Community school

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 2021, ONS
020 7926 1000

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.

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)

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

Sunnyhill Road
SW16 2UW

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have continued to ensure the effectiveness of the senior leadership team. You routinely work in school three days a week and keep in touch with the deputy headteachers on the remaining days. Your expectations for consistency and efficient communication in order to maintain high standards in your absence are exemplified in your ‘team around the head’ approach. As a result, you have sustained strong leadership. Your collaborative approach to leadership extends to your work with pupils when making decisions about the school. You value your pupils’ views highly, and give them ample opportunities to suggest ways in which they would like to develop key aspects of school life. For example, pupils have appreciated the improvements you made to playtime arrangements after hearing their opinions shared through a ‘Staying Safe’ whole- school project last year. You also made adaptations to the curriculum topic of ‘Journeys’ in response to pupils’ requests to learn more about refugees. Similarly, you are keen to seek the views of parents regularly. You thoughtfully reflect on and refine the different ways in which you communicate with parents so that you inform and involve them in their children’s education effectively. You are mindful of the ways in which the school can support families who speak English as an additional language. You run a family skills programme, focusing on literacy as well as providing a helpful introduction to education systems in the United Kingdom. Increasing numbers of parents take part in curriculum events and value attending family learning workshops, where they receive helpful resources and ideas for supporting their child’s learning at home. The school has a higher-than-average rate of pupils joining and leaving the school throughout the year. You are working closely with the local authority to ensure the best use of resources to support the needs of individual pupils. You have agreed with the local authority to temporarily reduce the intake of pupils from three to two Reception classes for the school year 2018/19 in order to stabilize the numbers of pupils attending the school. The governors have a full understanding of the work of the school because of the comprehensive termly evaluation documents you produce for them. This enables them to ask the right questions about the impact of school leaders and follow this up with focused visits to the school. Governors rightly recognise the importance of making the best use of their training to ensure that they are able to independently evaluate the work of leaders. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Staff training is up to date, and the single central record indicates that required checks are made of staff. The school works closely with families to support pupils who need to improve their attendance, working with outside agencies effectively and persistently when needed. Pupils feel safe and secure in school because there is always someone to talk to if they have any worries. Through regular events, reminders and support, the school helps pupils and their families to keep safe from risks in the local community. Governors are clear on their responsibilities for safeguarding and know the latest statutory requirements. Inspection findings Developing the skills of leaders at all levels was an area for improvement in the last inspection report. You have extended your leadership team, and leaders are more involved in the monitoring and evaluation of the school’s effectiveness. Subject leaders have a good understanding of the systems for monitoring. Their judgements are accurate because of their close work with senior leaders. Subject leaders are increasingly involved in reviews of pupils’ progress and in driving school improvement. You ensure that leaders receive the training and guidance they need, so that they have a clear understanding of areas of strength and those to improve and can support their colleagues accordingly.

Sunnyhill Primary School Reviews

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