The Hawthorns Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
434
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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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
01189 746 000

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
(3/5/17)
Full Report - All Reports
83%
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

Northway
Woosehill
Wokingham
RG41 3PQ
01189791676

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. In the last four years there have been significant changes to staffing. Working closely with other school leaders, you have developed an effective leadership structure that focuses rightly on teamwork and shared accountability. You understand clearly the school’s many strengths but also know that there are still areas to work on, such as pupils’ progress in writing at key stage 2. You set high expectations of pupils and staff and have established a culture of ‘being the best you can be’. Consequently, leaders are highly ambitious for each and every pupil, with a clear emphasis on developing the whole child. Staff know pupils well and parents appreciate the individual care and support that their children receive. One parent said: ‘My child loves going to school. He is fully supported by the staff, who encourage him to be the best he can be at everything. It’s a very positive learning environment.’ All staff and governors work hard to achieve the school’s vision: ‘belong, believe, achieve and grow’. Pupils are proud of their school. They work hard, are confident and appreciate the good learning opportunities that the school provides. Relationships between staff and pupils are excellent and this helps pupils to make good progress. One pupil said, ‘The teachers really care about what you do.’ At the time of the last inspection, inspectors highlighted good teaching, outstanding behaviour and above-average attainment. These aspects remain strengths. Inspectors asked you to raise further the quality of teaching. Teachers carefully assess pupils’ work and provide useful suggestions that make pupils think more deeply. As a result, pupils are clear about what they need to do to further develop their skills. Pupils are given a range of opportunities to write in different styles. However, some teachers do not have high enough expectations of the presentation of pupils’ work. As a result, some pupils do not take sufficient pride in their handwriting and presentation. In 2016, pupils’ attainment in key stage 2 exceeded that seen nationally. Pupils in key stage 2 make excellent progress in reading and mathematics. Their progress in writing was slower, although in line with the national average. Since September, you have taken decisive action to address this, including introducing changes to the way you teach writing. Your swift action has ensured that pupils are now making good progress in writing. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of a high quality. Safeguarding pupils effectively is at the heart of the school’s work. All parents that completed the online questionnaire stated that their child feels safe. Many parents describe the school as, ‘caring’, ‘nurturing’ and ‘a close-knit community’. Pupils have a good understanding of how to keep themselves safe in a range of situations. They demonstrate an appropriate knowledge of different types of bullying including verbal, physical and cyber bullying. Pupils can confidently explain what to do if they see something on their computer that makes them feel uneasy. All pupils feel valued and equality of opportunity is strongly promoted. Pupils agree that they feel safe in school as they are confident there is always someone to talk to if they ever have a problem. All school staff receive timely and high-quality training to ensure that they are confident applying the school’s policies and guidance in relation to child protection issues. Governors keep an effective oversight of safeguarding matters. Inspection findings During this inspection, we looked closely at specific aspects of the school’s provision including the effectiveness of safeguarding arrangements; the progress of particular groups in writing, including the most able and disadvantaged pupils; and how well leaders have ensured that the school has continued to improve pupils’ progress in reading, writing and mathematics. The school is rightly focusing on further raising pupils’ achievement in writing. In 2016, the proportion of pupils who made expected progress was in line with the national average. Leaders have reorganised the school’s writing curriculum so that it securely meets the higher expectations that are required. As a result, standards are rising. Leaders’ focus on raising standards in writing is contributing well to accelerating the progress of the most able pupils. You monitor pupils’ progress closely. Pupils, including the most able, are developing their skills well such as their use of complex punctuation. You have introduced new teaching methods to improve the level of challenge provided to all pupils. Current assessment information shows that a greater proportion of the most able pupils are on track to make more rapid progress in writing. Leaders have established a clear strategy to ensure that pupils who have special educational needs and/or disabilities, disadvantaged pupils and pupils from minority ethnic backgrounds achieve well. Staff work closely with you to identify pupils’ individual needs and provide support quickly if necessary. You have established a detailed assessment system that shows the majority of pupils are making good progress in reading, writing and mathematics. The teaching of phonics is effective. You have provided high-quality training for all staff to ensure that pupils who need to catch up receive prompt and effective support. More pupils are already working at the expected standard in phonics than at this point last year. Pupils make good use of their phonics knowledge to support their reading and writing. Next steps for the school Leaders and those responsible for governance should ensure that: pupils’ progress in writing in key stage 2 further accelerates teachers’ expectations are raised so that pupils take greater pride in the presentation of their written work. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Wokingham. This letter will be published on the Ofsted website. Yours sincerely David Harris Ofsted Inspector Information about the inspection I met with you, the two deputy headteachers and staff. We discussed the school’s selfevaluation. Together, we visited in 10 classes. I scrutinised pupils’ work. I also held discussions with two governors, including the chair of the governing body, and talked informally to pupils in lessons. A meeting was held with a representative from the local authority. I analysed a range of school documentation, including information about pupils’ achievement, governors’ minutes, the school improvement plan, and safeguarding checks, policies and procedures. I took into account the views of 143 parents who responded to the Parent View online survey.

The Hawthorns Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 80% Agree 18% Disagree 2% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>80, "agree"=>18, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 157 responses up to 24-07-2018
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Figures based on 157 responses up to 24-07-2018

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Figures based on 157 responses up to 24-07-2018

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Figures based on 157 responses up to 24-07-2018

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Figures based on 157 responses up to 24-07-2018

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Figures based on 157 responses up to 24-07-2018

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Figures based on 157 responses up to 24-07-2018

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Figures based on 157 responses up to 24-07-2018

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Figures based on 157 responses up to 24-07-2018

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Figures based on 157 responses up to 24-07-2018

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Figures based on 157 responses up to 24-07-2018

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Figures based on 157 responses up to 24-07-2018

Responses taken from Ofsted Parent View

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