Woolmore Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
618
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
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Very Likely
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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 7364 5402

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
(13/6/19)
Full Report - All Reports
68%
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

Woolmore Street
Poplar
London
E14 0EW
02079872778

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Based on the evidence gathered during this short inspection, I am of the opinion that the school has demonstrated strong practice and marked improvement in specific areas. This may indicate that the school has improved significantly overall. Therefore, I am recommending that the school’s next inspection be a section 5 inspection. You, leaders, governors and staff have together established a learning community with the school’s pupils at the heart of everything the school does. The school is calm and purposeful, and the mutual respect between pupils and staff is demonstrable. The school and its classrooms are welcoming, exciting, vibrant and safe places to learn. The quality and standards of work in pupils’ books are reflective of their extremely positive attitudes to learning and the consistency of strong teaching across the school. Pupils are articulate about the many positives in the school. They spoke about their enjoyment of the topics they study, the focus on reading and the way in which they are helped to be successful in their learning. Since the last inspection the planned expansion of the school has continued at pace with almost 200 additional pupils on the school roll. Leaders have been highly effective at managing the increase in staff and established a highly collaborative team. They have successfully expanded the school’s leadership at both senior and middle level to support teaching quality and pupils’ pastoral needs. This includes the recent appointment of an assistant headteacher for the early years. There is already evidence of improvement in the early years. However, leaders acknowledge that there is still some work to do to ensure the same consistency of learning as that of the rest of the school. The highly positive responses to the Ofsted questionnaire reflected the high morale of staff. Discussions with middle leaders, reinforced by my visits to classrooms, evidenced how well staff understand and support the school’s priorities. This has led to an exceptionally well planned and layered curriculum that steadily builds pupils’ experiences and their learning over time. As a result, pupils, regardless of their starting points and needs, make strong progress as they move across the school. At the previous inspection leaders were asked to raise the expectations of what pupils can achieve and the feedback pupils receive on their work. Expectations of what pupils can achieve are high. Leaders have established thorough processes for monitoring impact of the school’s priorities and actions in the school’s improvement plan. Key questions, listed in the plan, are very effectively used to assess the impact of actions, make refinements and support staff. The expectations for teaching and assessment are clear. Shared planning and staff following the expectations for classroom practice have led to consistently high-quality teaching across the school. Pupils told me how much they enjoy lessons, the challenge they receive and how well they are learning. The significant increase in pupils’ progress and attainment in mathematics in 2018 is testament to the impact that leaders are having in raising outcomes for pupils. Parents told me of their confidence in the school and the high quality of education their children receive. One told me of the distance they travel to come to this school and that they cannot find a comparable school where they now live. This was affirmed in the responses to Parent View, Ofsted’s online questionnaire. The governing body is highly effective and supportive of leaders. They have a breadth of expertise and are clear on the school’s vision and ethos. They routinely challenge leaders and do not rely on the information provided by leaders. They make every effort to find out for themselves about the quality of education that pupils receive through visits to lessons, scrutiny of pupils’ work and views of parents, pupils and staff. Safeguarding is effective. The leadership team have continued to ensure that all safeguarding arrangements are fit for purpose. There is a relentless approach to safeguarding. Leaders and governors understand exceptionally well the community they serve, and the possible risks faced by children. The designated lead for safeguarding is knowledgeable and carries out her role with diligence and tenacity. Staff across the school are well trained in safeguarding. Additional topics include training in the prevention of radicalisation, mental health issues and female genital mutilation. As result, staff have a secure awareness of safeguarding matters, are always vigilant and quickly report their concerns. Record-keeping is meticulous so that leaders have a secure view of safeguarding at both individual and whole school level.

Woolmore Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 66% Agree 30% Disagree 4% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>66, "agree"=>30, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 47 responses up to 18-06-2019
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Figures based on 47 responses up to 18-06-2019

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Figures based on 47 responses up to 18-06-2019

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Figures based on 47 responses up to 18-06-2019

unlock

Figures based on 47 responses up to 18-06-2019

unlock

Figures based on 47 responses up to 18-06-2019

unlock

Figures based on 47 responses up to 18-06-2019

unlock

Figures based on 47 responses up to 18-06-2019

unlock

Figures based on 47 responses up to 18-06-2019

unlock

Figures based on 47 responses up to 18-06-2019

unlock

Figures based on 47 responses up to 18-06-2019

unlock

Figures based on 47 responses up to 18-06-2019

Responses taken from Ofsted Parent View

Your rating:
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