Winterbourne Boys' Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
236
AGES
7 - 11
GENDER
Boys
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 8726 6400

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
(2/3/22)
Full Report - All Reports
71%
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

Winterbourne Road
Thornton Heath
CR7 7QT
02086897685

School Description

Pupils in this school are well looked after. They are kept safe, because as they pointed out: ‘We are always surrounded by adults we can trust.’ Leaders and teachers are ambitious for all pupils. They check what pupils’ needs are and make sure that these are addressed effectively. Adults have clear and high expectations of pupils. Pupils typically achieve well, and classrooms are filled with a buzz of learning. Pupils across the school behave well, in and out of lessons. They are thoughtful, polite and courteous. In lessons, pupils participate enthusiastically in discussions and collaborate well with their classmates. Pupils said that while bullying sometimes happens, they are confident that they can approach any adult in school if they have worries or concerns. Adults deal promptly with any issues that arise. Parents and carers speak highly of the school, and in particular of how approachable leaders and staff are. They also appreciate the regular communication from leaders and staff, including during the COVID-19 pandemic. Parents, pupils and staff share a genuine sense of community. This can be seen at the start of each school day, where everyone comes together for a 10-minute fitness workout. A comment from one staff member was echoed in the views of many others: ‘This is a helping school. No one focuses just on themselves.’ What does the school do well and what does it need to do better? Leaders are ambitious for every pupil in this school to be a confident and enthusiastic reader. As soon as pupils join the school, teachers check how well they are reading. Those who are not yet fluent readers follow a well-planned phonics programme. These pupils are supported by skilled staff who are trained to deliver the phonics programme effectively. Staff also give pupils reading books which match the sounds that they have been taught. All of this means that these pupils achieve well and catch up quickly. In a very small number of cases, younger pupils’ reading books contain one or two sounds that they know less well. When this happens, it decreases pupils’ confidence to apply their knowledge of phonics. Leaders have designed a rich, well-thought-out curriculum. It covers a wide range of subjects which matches the ambition of the national curriculum. Leaders have made sure that as pupils move up the school, they typically gain the knowledge they need to be successful at the next stage of their education. For example, in geography, younger pupils practise using maps to locate continents, countries and major cities. By Year 6, pupils can use six-figure grid references on Ordnance Survey maps. Teachers present subject content clearly. They teach the curriculum in the way leaders have planned it. In all subjects, leaders have identified the key aspects of knowledge they want pupils to learn, and teaching typically focuses well on developing this knowledge. Leaders and teachers also typically use assessments well. They regularly check what pupils know and remember of the subjects they are studying. They use the information from these checks to prioritise essential elements of the curriculum. Leaders and staff have also made effective adaptations to fill gaps in pupils’ learning that arose because of the COVID-19 disruptions. Occasionally, however, teaching does not ensure that pupils fully understand all of the key elements of knowledge needed to complete a more complex task. Across the school, pupils’ behaviour helps to create a positive learning environment. Lowlevel disruption is rare. Leaders identify pupils with special educational needs and/or disabilities (SEND) as early as possible. To do this, before pupils start school, leaders work closely with parents to find out about pupils’ barriers to learning. Leaders also work closely with their feeder infant schools to understand and plan for the needs of pupils with SEND. Leaders support teachers to choose resources and strategies that enable pupils with SEND to learn the curriculum effectively. Leaders prioritise pupils’ wider development. For example, they create experiences which aim to develop pupils’ leadership skills. Pupils experience democracy by electing their prefects, councillors, and anti-bullying ambassadors. Leaders also organise opportunities for pupils to develop their interests and talents beyond the taught curriculum, including in music. For instance, pupils can have weekly music tuition in school, with additional classes on a Saturday so that they can pursue their interest further. Staff appreciate how leaders look after their well-being. Staff are encouraged to make suggestions about how leaders can make workload more manageable. Leaders support these suggestions, and typically act on them promptly.

Winterbourne Boys' Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 68% Agree 30% Disagree 2% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>68, "agree"=>30, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 94 responses up to 03-03-2022
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Figures based on 94 responses up to 03-03-2022

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Figures based on 94 responses up to 03-03-2022

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Figures based on 94 responses up to 03-03-2022

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Figures based on 94 responses up to 03-03-2022

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Figures based on 94 responses up to 03-03-2022

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Figures based on 40 responses up to 03-03-2022

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Figures based on 94 responses up to 03-03-2022

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Figures based on 94 responses up to 03-03-2022

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Figures based on 94 responses up to 03-03-2022

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Figures based on 94 responses up to 03-03-2022

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Figures based on 94 responses up to 03-03-2022

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Figures based on 94 responses up to 03-03-2022

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Figures based on 94 responses up to 03-03-2022

Responses taken from Ofsted Parent View

Your rating:
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