Vittoria Primary School


School Guide Rating


Half Moon Crescent
N1 0TJ
3 - 11
Community school
4 1 1 2 3 4
Ofsted Report
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% pupils meeting the expected standard in reading, writing and mathematics
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School Description

Vittoria is a little smaller than the average sized primary school. Most pupils live nearby. The largest group come from White British backgrounds. Other groups represent a range of minority ethnic heritages. These include Black British, AfroCaribbean, Asian, Turkish, Somali or Vietnamese backgrounds. The number of pupils who speak English as an additional language is high. The proportion of pupils who are known to be eligible for free school meals is also well above average. The number of pupils who have special educational needs and/or disabilities, including those with a statement of special educational needs, is very high and represents a majority of all pupils. Their needs relate to a wide range of specific learning difficulties, moderate learning difficulties, behavioural difficulties and communication difficulties. Children in the Early Years Foundation Stage are taught in the Nursery class and the Reception class. The school has a breakfast club and after-school activities on site, which are managed by the governing body. The school’s accommodation has been extensively refurbished and rebuilt in the last two years. The school has gained accreditation as an ‘Investor in People.’ Inspection report: Vittoria Primary School, 13—14 October 2011 4 of 15 Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate Please tur n to the glossary for a description of the grades and inspection terms Inspection judgements Overall effectiveness: how good is the school? 2 The school’s capacity for sustained improvement 1 Main findings Vittoria provides a good quality of education and is a fundamental force for good in its community. Personal care, guidance and support are outstanding, as is the school’s engagement with parents and carers. Pupils are happy, feel confident and get a good start to their learning. They are proud of their new accommodation and enjoy coming to school. Teaching and learning are good and the school provi des an interesting and well-balanced curriculum. Pupils as well as parents and carers value the school’s inclusiveness, a typical view being that ‘Vittoria is an exciting school to be involved with.’ Many pupils enter the school with skills well below typical expectations. They make good progress in the Early Years Foundation Stage because of the good provision in the Nursery and Reception classes. They join Key Stage 1 with below average skills but make good overall progress from year to year. Many younger pupils are new to learning English and require time to master basic skills but they do well. Pupils who have special educational needs and/or disabilities achieve well. By the end of Year 6, pupils’ attainment is at least average, although standards in mathematics are higher than those in English. Overall, pupils’ achievement is good. Behaviour is good. This is a result of the high expectations of staff who set firm boundaries. Because teachers are well organised, pupils respond positively. Levels of attendance have been maintained since the last inspection and remain average. Good teaching ensures that pupils learn well and get good support as they learn. Teaching assistants are deployed effectively to increase the levels of challenge. They help to give each pupil an individualised curriculum. Work is matched consistently well to the needs of pupils and this helps them to make good progress. Teachers’ assessments of pupils are accurate but pupils do not evaluate their own reading and writing enough in order to take responsibility for improving it. The curriculum is well planned and relevant. The headteacher and senior managers provide outstanding leadership which ensures that the school is highly aspirational. Staff have a strong sense of purpose and feel part of an effective and conscientious team. Morale is high. The governing body provides a good balance of support and challenge. Monitoring and evaluation of teaching and learning has identified where improvements can be made. The school’s leaders have managed the process of refurbishment and rebuilding very well while continuing a strong and successful drive to improve provision and not losing a day’s Inspection report: Vittoria Primary School, 13—14 October 2011 5 of 15 Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate Please tur n to the glossary for a description of the grades and inspection terms education in the process. The school has seen a sustained pattern of rising attainment in recent years. All areas for improvement from the previous inspection have been tackled with great success and several aspects of the school’s work have improved significantly. This is as a consequence of its determination to improve and its persistence in focusing on shared aims. As a result, Vittoria has an outstanding capacity for further improvement. It completely lives up to its motto: ‘Onwards and Upwards’.

Vittoria Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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All attending pupils
National School Census Data 2019

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

020 7527 5515.

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 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.

See Pupil heat maps FAQs for more information about the source of pupil heat map data.

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