The Hall School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Glenfield Frith Drive
Glenfield
Leicester
LE3 8PQ
01162873582
Pupils
418
Ages
3 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(25/1/18)
Full Report - All Reports
65%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since becoming headteacher last September, you have quickly won the support and confidence of staff, pupils, parents and carers. Parents were delighted by your appointment, not least because of your long-standing work as the school’s deputy headteacher. You and your staff are rightly proud of the school’s many strengths. The pupils love coming to school. One Year 6 pupil, typifying the views of her classmates, said, ‘The worst part about being in Year 6 is knowing we have to leave at the end of the year.’ The pupils are happy and safe and their attendance is consistently high. Pupils’ excellent behaviour makes a strong contribution to their learning. It also contributes to the lovely, welcoming atmosphere that permeates the school. During the inspection, I lost count of the number of pupils who approached me, introduced themselves and wished me a ‘good morning’ or a ‘good afternoon’. The most confident pupils were also keen to shake my hand. The school continues to provide a curriculum which enriches the whole child. The well-trained subject leaders ensure that their pupils learn well in subjects across the national curriculum. The school environment is enhanced by pupils’ excellent work, for example in history, geography and religious education. Provision for music and the arts is strong and the curriculum is enhanced by a wide range of additional clubs and visits, including to diverse places of worship. Pupils were keen to tell me about how they are building their resilience as a result of the school’s work to enhance this aspect of their personal development and well-being this year. Your evaluation of the school’s strengths and weaknesses is accurate and is helping to drive improvements to the areas which you know need further attention. You have refined the school’s approach to the monitoring of teaching, for example, by ensuring that: teaching is observed more frequently than before the scrutiny of pupils’ work focuses more sharply on those pupils at risk of underachieving staff are challenged more precisely about the impact of their work to raise the achievement of different groups of pupils. The staff told me that they welcome this increased rigour and focus because it means that they are really clear about what you expect from them. They share your determination to bring about improvements to pupils’ achievements where they are needed. They also value the way in which you have strengthened the school’s performance-management arrangements to ensure that teachers’ targets are genuinely developmental, are linked to the school’s priorities, inform training and are revisited regularly. One teacher told me, ‘I have never before had my professional development folder out so much as this year!’ Since the last inspection, children’s achievements by the end of the early years have improved considerably. The proportion of children reaching a good level of development by the end of the Reception Year has risen from being well below average to average. Children’s achievements in reading, writing and mathematics are much better than at the time of the last inspection. From their different starting points, the children make good progress throughout their time in the early years, including those who learn in the pre-school. Pupils continue to achieve well in phonics and standards by the end of key stage 1 have been in line with or above the national average for the past two years. You and your staff are rightly focusing attention on improving pupils’ achievements by the end of key stage 2. You know that, since the last inspection, pupils’ attainment and progress by the end of key stage 2 have not been as consistent as in key stage 1 when compared to other pupils nationally. The most able pupils have not all achieved well enough in reading and mathematics and disadvantaged pupils’ progress has been mixed by the end of Year 6. The evidence gathered from this inspection shows that the work you and your staff are doing to remedy these weaker aspects of teaching, learning and assessment is beginning to make a difference.

The Hall 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

0116 3056684

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.

The Hall School Reviews

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