Towers Junior School
Catchment Area, Reviews and Key Information

School Guide Rating

Windsor Road
RM11 1PD
7 - 11
Community school
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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School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. You are an effective executive headteacher who demonstrates strong ambition and high expectations for all pupils and staff. Since your appointment in September 2018, you and your head of school have had a profound impact on school improvement. Leadership at all levels, including governance, is strong and the federation of both the infant and junior schools gives you further capacity for future improvement. Current pupils are making good progress and attainment at the end of key stage 2 is above the national average for age-related expectations. Outcomes for the most able pupils who are working at greater depth are also above the national average. Pupils reported that they feel safe and well cared for. They take a pride in their school and the ethos is affirming, inclusive and nurturing. The school’s core values statement, ‘We build our future together’, is well known to pupils and they articulate this further into B for being respectful, U for unity, I for independence, L for love of learning and D for determination. Pupils show positive behaviours for learning and they are keen to reflect and emulate the school’s values. Parents and carers reported that their children are happy in school and highly motivated by their learning. One parent reported, ‘My children love it here and they are thriving.’ At the time of the previous inspection, it was reported that questioning skills needed further development to support pupils’ learning. You have worked well with senior leaders to improve teachers’ subject knowledge through high-quality professional development training. Your coaching and mentoring support has encouraged teachers to become reflective practitioners. You have developed teachers’ questioning skills to ensure that learning opportunities challenge pupils’ thinking, deepen their understanding and encourage their independence. Support staff have received training to develop their subject knowledge and teaching skills. They deliver a wide range of additional catch-up activities where needed in reading, writing and mathematics. Teacher assistants are effective in their roles and are deployed well. Inspectors previously also reported that pupils required greater opportunities to understand diversity in the life of modern Britain. Displays and assemblies now reflect the rich traditions of languages, faiths and cultures represented in the London Borough of Havering. Pupils acknowledge and celebrate differences and respect for the feelings of others is evident in all classrooms. Governors are knowledgeable and offer an extensive range of skills to support school leaders. They know their school very well through regular school visits and curriculum audits. Governors and leaders have a realistic understanding of school self-evaluation and have identified the appropriate key priorities to move the school forward. Governors ask the right questions and provide strong support and guidance to all staff. Governors have been instrumental in creating the federation of the infant and junior schools. The federation is raising standards in both schools and ensures that transition from Year 2 into Year 3 is seamless and builds on prior learning. Safeguarding is effective. The school has a strong safeguarding culture. All staff have had training and regular updates on keeping children safe. Staff are aware of potential risks to children and they are vigilant in their duty of care. All concerns are reported immediately to the designated safeguarding lead, who works closely with the local authority safeguarding board to make referrals when necessary. Records are detailed and school leaders have developed strong working relationships based on trust and respect with families. The role of the home-school support worker ensures that vulnerable families are listened to and signposted to outside agencies who can support parent well-being and mental health. Safer recruitment employment checks on staff are thorough and are recorded clearly on the school’s single central record. Governors have expertise within safeguarding and safer recruitment practice and work closely with staff to ensure that pupils are kept safe. Risk assessments are detailed for all on-site activities to ensure that the site is safe for pupils and equally rigorous for educational visits offsite. Pupils reported that behaviour in the playground is calm and supportive. When rare incidents of poor behaviour occur, pupils reported that they know who to approach for help and incidents are dealt with swiftly. First-aid records show that accidents are dealt with sensitively and appropriately.

Towers Junior 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
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

01708 434 343

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.

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