Willow Bank Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
360
AGES
4 - 11
GENDER
Mixed
TYPE
Academy sponsor led
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
020 8303 7777

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
(5/12/17)
Full Report - All Reports
65%
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

Seacourt Road
Thamesmead
London
SE2 9XB
02083201900

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The number of pupils has increased and, in 2016, the school had its first published results for Year 6 pupils. Although the results for this group were disappointing, a thorough review of provision has taken place to ensure that all pupils are now making good progress. Since your appointment in 2016, you have set high expectations for your team, tightened the school’s organisation, and improved procedures for monitoring pupils’ progress. The senior team has worked successfully to embed a culture of achievement and quality teaching across the school. Good support from the Trust has helped bring greater consistency in the quality of teaching. Carefully targeted interventions have made sure that pupils at risk of falling behind are well supported. Additional adults supporting pupils who have special educational needs and/or disabilities are well trained. They know their pupils’ needs well and provide good support. This has all combined to bring about significant improvement in pupils’ attainment, with accelerated progress in reading, writing and mathematics. The proportion of pupils reaching expectations in national tests for Year 6 in 2017 was above average. Pupils across the school, including those who are disadvantaged, are now making good progress. You ensure that, along with senior leaders and governors, the school’s accurate and detailed self-evaluation and improvement plans are implemented and monitored well. This helps everyone understand the priorities, and makes sure that the impact of actions are evaluated successfully. You have ensured very effective professional development and guidance for new teachers that successfully builds their confidence and consistency in the quality of teaching. The focus on improving pupils’ writing is leading to improved quality and depth in writing across the school. Some teachers successfully encourage pupils to extend their writing into other subjects. However, this is inconsistent across the school and is an area leaders know still needs further work. The overall capacity to continue improvements in teaching and in the curriculum is growing. A very positive culture of improvement is evident across the school. Governors know the school well and value your drive and vision for improvement. They fulfil their statutory duties and provide strong support, recognising the positive changes that have been introduced, and the impact they have made. The school is a very calm and orderly community where pupils are both motivated and eager to learn. Pupils work hard in lessons and value and care for each other. They have a good understanding of the rules and expectations of their teachers and respond very well. When given opportunities to work independently and show responsibility, pupils rise to the challenge with enthusiasm. They appreciate and value the contributions of other pupils in lessons and the support they receive from teachers and the additional adults working with them. They look out for others to make sure that they are safe, have friends, and they take responsibility for mentoring and supporting new pupils. Safeguarding is effective. Safeguarding arrangements are thorough. New staff and volunteers working at the school are rigorously vetted. Governors regularly check the school’s safeguarding records and an annual safeguarding audit is undertaken by the Trust. All staff have had appropriate and recent training. Staff take safeguarding seriously, are vigilant, and know what to do if they have concerns. Any concerns are reported swiftly and referred to external agencies as appropriate. Pupils know how to keep themselves safe. They have a good understanding of esafety and which websites they can, and cannot, use. Pupils have a good knowledge of how they can protect themselves by not publishing photographs in school uniform or giving their name and address to people online. Behaviour is good and pupils play safely. Pupils keep a watchful eye on those who may be upset or unhappy. If they felt the need to report someone for not being kind, they are confident that their concerns would be taken seriously. All this contributes to an effective culture of safeguarding in which pupils are safe and staff are vigilant. Inspection findings My first focus for the inspection was to review how effective leaders are in ensuring that all pupils make good progress in reading and achieve well. While national assessments in 2017 indicated that pupils’ progress in reading was similar to other schools, progress in writing was much stronger. Leaders have put effective systems in place to improve the focus on reading and to help pupils develop their reading skills, and their interest in wanting to read. Good resources have been purchased and pupils have many opportunities to read.

Willow Bank Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 58% Agree 39% Disagree 1% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>58, "agree"=>39, "disagree"=>1, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 166 responses up to 22-11-2019
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Figures based on 166 responses up to 22-11-2019

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Figures based on 166 responses up to 22-11-2019

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Figures based on 166 responses up to 22-11-2019

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Figures based on 166 responses up to 22-11-2019

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Figures based on 166 responses up to 22-11-2019

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Figures based on 25 responses up to 22-11-2019

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Figures based on 166 responses up to 22-11-2019

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Figures based on 166 responses up to 22-11-2019

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Figures based on 166 responses up to 22-11-2019

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Figures based on 166 responses up to 22-11-2019

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Figures based on 166 responses up to 22-11-2019

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Figures based on 166 responses up to 22-11-2019

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Figures based on 166 responses up to 22-11-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
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