Swallowfield Lower School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
Not Rated


Weathercock Close
Woburn Sands
Milton Keynes
MK17 8SR
01908582101
Pupils
349
Ages
2 - 9
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(13/9/16)
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. A comment received from a parent completing Ofsted’s online questionnaire (Parent View) typifies why Swallowfield is a good school: ‘Swallowfield is a really caring school with fantastic teachers and support staff. We feel that the school provides a strong platform for academic achievement as well as a positive nurturing environment for children’s emotional and social well-being.’ The large majority of the 90 parents who completed the questionnaire and all the parents that I spoke to during the day reinforced the positive message conveyed in this statement. Staff, parents, governors and, especially, the pupils are proud to belong to this school community. Teachers and support staff thrive professionally through access to the high-quality training and development provided in school and externally. You actively encourage them to take further qualifications and you are astute in recognising the right time to develop your staff as future leaders. This contributes to the consistently good or better teaching from which all pupils benefit on a daily basis. Teamwork is strong; morale is high and staff turnover is low. Your ambition for all pupils to achieve well, enjoy school and participate in interesting, memorable activities comes across convincingly and is shared by all leaders and staff. There is extensive enrichment available in the curriculum. English and mathematics have their appropriate place as top priorities, but not at the expense of other subjects. Pupils’ skills are advanced in using technologies such as computers, iPads and digital cameras to support their learning. They have access to high-quality resources coupled with good teaching to develop their skills. Governors have invested heavily in the school’s infrastructure, recognising the benefit to pupils in their future lives and that of teachers who use technology proficiently in their teaching to promote good learning. Pupils also excel in sport and physical education because the government’s sport premium grant is used effectively to increase participation rates, extend the range of sports on offer and provide specialist coaching for staff and pupils. Where the school has invested in facilities and resources, the difference they will make to pupils’ learning is always the priority. Leaders and governors have addressed improvements identified in the previous inspection successfully. The school has gained the national diversity award and you have forged strong links with communities in other countries. Fundamental British values are promoted strongly and woven into all aspects of the curriculum. As a result of this, pupils have a good understanding of the diversity of faith, cultures and backgrounds existing in our society. Teachers use assessment well to inform pupils’ next steps in learning so that they all make good progress. All groups of pupils, including disadvantaged pupils, pupils who have special educational needs and/or disabilities and the most able pupils, make good progress from their starting points. Staff keep useful, accurate records of how well children are learning from the youngest two-year-olds in Busy Bees to the end of Year 4, when pupils transfer to middle school. Teachers use these records to check that pupils are learning well, at the right level of difficulty. If pupils are falling behind, the right steps are taken to give them some extra help to catch up. Children in the early years have made better progress in the past two years than previously. You are strengthening links between the Busy Bees pre-school staff and those in the Reception classes to improve continuity and progression in children’s learning. There is still work to do to further increase the proportion of pupils reaching a good level of development by the end of Reception in readiness to start Year 1. Pupils in key stage 1 make good progress in reading. They are able to blend sounds in order all through a word to read it. The very large majority of pupils reach the expected standard in phonics by the end of Year 2. Attainment in reading, writing and mathematics is above average by the end of Year 2, including for disadvantaged pupils who are eligible for additional funding known as the pupil premium. The most able pupils do well across the board, including the most able who are also disadvantaged. By the end of Year 4, pupils are well prepared for the transition to middle school. They are particularly proficient in reading, which the school recognises as a key to future academic success in all subjects and which features strongly across the curriculum. The library bus (a real double-decker bus situated in the playground) provides rich resources for pupils in terms of books and is a lovely place for them to read, browse and develop a love of reading. Many pupils produce sophisticated, good-quality writing, as seen in their written work.

Swallowfield Lower 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

0300 300 8037

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.

Swallowfield Lower School Reviews

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