Westfield Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
436
AGES
4 - 11
GENDER
Mixed
TYPE
Academy converter
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, ONS
0300 200 1004

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(21/09/2022)
Full Report - All Reports
55%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Bonsey Lane
Westfield
Woking
GU22 9PR
01483764187

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Despite an uncharacteristic dip in mathematics results last year, your leadership team has ensured that the school now provides effectively for current pupils. The school is aware of the challenges it faces in driving further improvement and is taking effective action through increased monitoring and working with parents to address them. The school’s caring and welcoming atmosphere is clear and when I talked to parents they confirmed that new pupils, especially from overseas, settle quickly and learn well. This ethos permeates all aspects of school life and underpins pupils’ effective personal, social and emotional development. The strong partnership with parents and carers means that they are supportive of the school, noting that all staff ‘strive for the best, [with] nobody resting on their laurels’. You have developed a relatively new team of strong and skilful senior leaders, all of whom are ambitious for pupils in the school. They work hard to look at the ways pupils learn best and seek ways to ensure that teaching is always as effective as it can be. Together, you have worked well to meet the recommendations from the previous inspection. As a result, pupils’ understanding of letters and the sounds to which they linked, and their skills as writers, have improved. Governors, many of whom are new, have developed their respective roles since the last inspection. This has strengthened the governors’ knowledge of the school, but sometimes they do not receive enough information about school performance to challenge leaders as effectively as they could. Pupils’ achievement is improving and evidence in classrooms and pupils’ books shows that current Year 6 pupils are on track to attain well in reading and writing, with broadly average results in mathematics. Uncharacteristically, fewer pupils reached the expected standard in reading and mathematics in 2016. This is because of a higher than average number of pupils with complex needs. Also, some who were disadvantaged did not make enough progress to reach expected standards. However, you have moved swiftly to improve these outcomes. As a result, the vast majority of pupils make at least expected progress from their different starting points and much higher proportions now do better than this than last year. Progress is not as consistent in mathematics. Some pupils’ mathematics books show a repetition of work that suggests that teachers do not consistently use the assessment information they hold to plan the most challenging tasks. Safeguarding is effective. You and your colleagues have ensured that all safeguarding arrangements are robust. You are all acutely aware of your responsibilities to protect pupils. You ensure that staff attend training regularly so that they can spot any abuse or concerns swiftly and understand their responsibility to protect pupils. They are clear that safeguarding is everyone’s responsibility. Pupils who are at risk are supported well. Safeguarding leaders pursue positive outcomes for the most vulnerable pupils in the school’s care thoroughly, enabling these pupils to take a full and active part in the school. Almost all the pupils who responded to Ofsted’s online pupil questionnaire say they feel safe at the school. When asked, they know how to keep themselves safe and have a clear understanding of how to use the internet safely. Nearly all pupils feel strongly that there is an adult in the school to whom they can talk if something is worrying them. The high-quality work of your home–school link worker also contributes greatly to safeguarding pupils. Her strong relationships with the local community have enabled her to support families, for example, in getting children to school more regularly and on time. Parents and pupils agree and report that school is a safe and happy place which supports its local community. Inspection findings You have acted swiftly to improve last year’s weaker mathematics and reading outcomes. Issues that limited pupils’ achievement in the past have been tackled effectively through staff training and changes in the way subjects are taught. These actions have secured stronger progress this year in reading. However, pupils’ performance in mathematics has not made the same rate of improvement over time. This is because teachers do not always use the assessment information that they hold to plan challenging tasks for pupils. You have recently introduced a different approach to teaching mathematics that is improving pupils’ progress.

Westfield Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>18, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 29-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>23, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 29-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>33, "disagree"=>8, "strongly_disagree"=>5, "dont_know"=>3} UNLOCK Figures based on 40 responses up to 29-09-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>58, "strongly_agree"=>18, "agree"=>5, "disagree"=>13, "strongly_disagree"=>3, "dont_know"=>5} UNLOCK Figures based on 40 responses up to 29-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>25, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 29-09-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>25, "strongly_agree"=>45, "agree"=>13, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 40 responses up to 29-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>14, "agree"=>43, "disagree"=>43, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 29-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>28, "disagree"=>13, "strongly_disagree"=>3, "dont_know"=>10} UNLOCK Figures based on 40 responses up to 29-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>35, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 40 responses up to 29-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>35, "disagree"=>15, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 29-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>35, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 40 responses up to 29-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>30, "disagree"=>10, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 29-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>30, "disagree"=>10, "strongly_disagree"=>3, "dont_know"=>10} UNLOCK Figures based on 40 responses up to 29-09-2022
Yes No {"yes"=>88, "no"=>13} UNLOCK Figures based on 40 responses up to 29-09-2022

Responses taken from Ofsted Parent View

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