Pine Ridge Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
104
AGES
2 - 7
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
Not Rated

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
(10/12/2019)
Full Report - All Reports



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Esher Road
Old Dean Estate
Camberley
GU15 4AL
0127623207

School Description

Pine Ridge Infant School is a warm and friendly school. Pupils told us that they enjoy coming to school because they learn a lot and feel safe and cared for. They get on well with their teachers and each other. Pupils find learning interesting and say that everyone is kind. Pupils are enthusiastic about reading and they work hard in lessons. The trust, school leaders and staff have high expectations for all pupils. These expectations extend across pupils’ academic and personal development. Pupils are encouraged to celebrate all their successes, be proud of what they achieve and be ambitious for their futures. Pupils behave well in lessons and around the school. They play together sensibly during playtimes and lunchtimes. Pupils have positive attitudes to learning and are very keen to get involved in the activities planned for them. Pupils said that bullying is rare but, if it happens, they trust adults to sort it out quickly. Leaders provide good opportunities to help parents and carers understand the way that things are taught. Most parents appreciate the work of the school. One parent said, ‘My son absolutely loves it and he’s learned so much.’ What does the school do well and what does it need to do better? Leaders have planned an ambitious and exciting curriculum. Pupils say they enjoy a wide range of subjects, including science, writing and geography. Leaders have thought carefully about the knowledge they want pupils to learn. This is because they are determined that pupils will have the best possible education. The curriculum is not always planned systematically but this is being addressed methodically by leaders. Teachers accurately assess pupils’ knowledge, skills and understanding. Teachers provide pupils with demanding work. If they get stuck, teachers change their plans so that they can help them. Staff work well to help pupils remember what they have been taught by going over work they have done in the past. Teachers know precisely when pupils can most effectively learn new knowledge. Pupils achieve well. Teachers check on pupils’ learning across the curriculum. They use this information to identify gaps in pupils’ understanding, to challenge errors and to plan the further learning. This builds pupils’ learning securely over time. Pupils with special educational needs and/or disabilities (SEND) do well. They get the right support at the right time to make sure that they learn as well as their classmates. Staff are well trained to meet the needs of SEND pupils. Leaders have made sure that reading is a high priority. The acting head of school has provided expert leadership and support in developing teachers’ understanding of phonics. Pupils say that they enjoy reading and regularly read books from the library and from classrooms that match their knowledge of phonics. Staff are well trained and deliver lessons skilfully. Staff reinforce phonics knowledge during lessons in other subjects well, especially when pupils are writing. This means that most pupils quickly develop the knowledge that they need to become fluent readers. Pupils behave well in lessons and have positive attitudes to learning. Staff manage any challenging behaviour effectively. The ‘Thrive’ approach ensures that there is a wide range of specialist support for pupils who find managing their own behaviour difficult. Children settle happily into the Nursery and Reception classes. Staff link learning well and ensure that tasks are meaningful. For example, children enjoyed learning about shape while making a stable with wooden blocks. Staff develop children’s communication and language skills well. The classrooms are vibrant, safe and exciting places to learn. As a result, children achieve well. Pupils develop a wide range of skills and knowledge. They take on responsibilities that help them to learn about leadership and teamwork. Pupils enjoy a wide range of activities that take place during and after the school day. They talked enthusiastically about the clubs they take part in, for example football, yoga and dance. Pupils benefit from a wide range of visits to places of interest. For example, pupils learned about historic buildings when visiting the castles at Windsor and Farnham. Leaders, trustees and governors know the strengths of the school and the things that need to be improved. Staff speak positively about the senior leaders’ approach to supporting them with their workload. Leaders help staff maintain a healthy work-life balance and remove any unnecessary tasks.

Pine Ridge Infant School Parent Reviews



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