Tudor Grange Primary Academy Perdiswell
Catchment Area, Reviews and Key Information

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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
01905 822700

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
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

Bilford Road

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. This has been a challenge because the standard of education slipped dramatically between June 2014 and September 2016. On taking up your post in September 2016, you swiftly diagnosed the reasons and began to take effective action. As a result, the decline has been halted. The quality of teaching has improved notably. Standards are recovering quickly. You have transformed the culture of the school into one in which staff strive to do their best for the benefit of pupils. You are determined, methodical and rigorous in your approach to improving the school. You have built around you a team of effective senior and middle leaders who share your vision. You and these senior staff drive relentlessly to turn the vision into reality. Your actions are working. The school has improved rapidly and is getting better all the time. Staff are very supportive of your ambitions. They embrace the opportunity to improve and value the training provided. Teachers feel trusted to take risks and try out new ways of working. As a result, staff take complete responsibility for their professional development and for the quality of their teaching. This is why it has improved. After the previous inspection, governors did not challenge leaders well enough. They were too quick to accept assurances that all was well. Consequently, they were unaware of the extent of the decline until you presented your accurate evaluation of the school’s performance. Since then, governors have worked effectively with you to ensure that they are fully informed about what is working well and what is not. Governors are now much more confident to carry out their role and have a clear strategic oversight of the school’s work. Governors are not afraid to challenge you, nor do they hesitate in taking decisive action, if needed, to maintain the rapid rate of improvement. You actively seek relevant external support to help you address your well-chosen priorities. Similarly, you readily act on advice. For example, you have involved your staff in a range of appropriate projects and networks. These have helped subject leaders to improve the quality of teaching in mathematics, reading and science. Similar work is planned for next term to improve the quality of pupils’ writing. Safeguarding is effective. When you arrived, you found significant weaknesses in safeguarding arrangements. You quickly put this right and ensured that procedures are fit for purpose. Pupils’ safety and well-being are of now of uppermost priority. As a result, the school is a happy place where pupils thrive. All staff now know what to do if they are concerned for a pupil’s welfare. Concerns are taken very seriously. Information is stored and communicated appropriately. Leaders work tenaciously and in strong partnership with outside agencies, such as social services and the police force, to endeavour to ensure that pupils and their families get the support they need. Inspection findings A strong and effective leadership team now understands precisely the school’s strengths. Leaders at all levels, including governors, tackle weaknesses systematically and thoroughly. Leaders implement well-considered actions in a measured way, with a strong focus on impact. As a result, the school has recovered from its recent decline, and the improvements are sustainable. You have prioritised actions appropriately, focusing on what will build the foundations for lasting impact. For example, you chose to address fundamental weaknesses in the teaching of reading before tackling the teaching of writing. Pupils now decode words efficiently from an early age because phonics is taught well. They learn to understand good-quality texts because teachers explicitly teach the necessary skills. As a result, pupils are learning how language works. This is a prerequisite of being able to write effectively. Similarly, the effective approach to implementing the new mathematics curriculum has boosted teachers’ confidence and skills in teaching the more demanding content of the 2014 national curriculum. Pupils enjoy mathematics lessons. They think critically and creatively when solving problems. Plans are in place to extend the focus next year to include the teaching of writing. Teachers are well placed to make the necessary changes to their practice because they have successfully improved the quality of their teaching in reading and mathematics.

Tudor Grange Primary Academy Perdiswell Parent Reviews

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