Tillingbourne Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
360
AGES
7 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

This school was closed.

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

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
(13/06/2019)
Full Report - All Reports
68%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock The Rest Of The Data Now
We've Helped 20 Million Parents
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2024 League Tables
  • Read Real Parent Reviews
  • Unlock 2024 Star Ratings
  • Easily Choose Your #1 School
£19.95
Per month

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)
New Road
Chilworth
Guildford
GU4 8NB
01483504384

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your deputy headteacher are highly ambitious for the pupils to achieve well both academically and in their personal development. Staff receive well-focused professional development, demonstrating your high aspirations for the quality of their teaching. You understand the school’s priorities well. You have a clear set of well-planned strategies that are being implemented effectively. Strategic decisions are made as a team and this ensures that improvements are delivered and checked consistently and systematically by the most suitable staff. Your colleagues are very positive about the school. They feel well supported to carry out their roles and say that leaders consider their well-being thoughtfully. Pupils like school and enjoy learning. They said that they like lessons because ‘teachers make them interactive and fun’, and that they feel safe because behaviour is ‘really good’ and there is no bullying. Pupils felt that there are lots of staff that they could talk to if they had a worry. Parents and carers are very appreciative, supportive and positive about the school. They said that their children are cared for well, provided with good support and challenged in their learning. One parent said: ‘My daughter is happy and enjoys going to school. She feels heard and looked after.’ Governance is strong. Governors are knowledgeable about the school’s priorities because they monitor the impact of teachers and leaders closely. They are aspirational for pupils and, as a result, challenge leaders effectively on outcomes for pupils, particularly for disadvantaged pupils. Governors’ sharply focused visits enable them to confirm for themselves how well the school’s improvement priorities are being addressed. This enables them to support leaders and provide further challenge from a well-informed position. School leaders have addressed effectively the areas for improvement identified at the last inspection. Leaders were asked to further improve teaching. Teaching quality is consistently strong because leaders monitor the quality of teaching carefully and follow up rigorously on any previously identified weaker practice. The school was asked to ensure that pupils are provided with more helpful guidance to support them to improve their work. Support for pupils is tailored well to their individual needs. Pupils said that they get lots of help that they find valuable. Leaders were also asked to improve the attendance of a small number of disadvantaged pupils. Attendance overall is above the national average because leaders promote the importance of regular attendance very well. Despite comprehensive efforts by the school, the attendance of a very small minority of disadvantaged pupils remains too low. A priority for the school is to raise the level of challenge in some writing tasks to ensure that pupils’ progress in writing is consistently strong. In the teaching of writing, the quality of questioning sometimes varies and does not stretch pupils’ thinking sufficiently. Consequently, the pace of learning slows. Safeguarding is effective. Leaders ensure that safeguarding arrangements are effective and that records are detailed and of high quality. Staff are well trained. Leaders check on the effectiveness of training by challenging and supporting staff as they carry out their safeguarding responsibilities. You and the designated safeguarding leads have a secure knowledge of the most up-to-date guidance and legislation. These factors, coupled with an open and highly collegiate approach to keeping pupils safe, promote a strong culture of safeguarding across the school. You and the staff ensure that pupils learn in a supportive and caring environment. Pupils know how to keep themselves and others safe because it is a key part of the school’s curriculum. I spoke with a group of pupils who unanimously agreed that they feel safe and very secure in school. Pupils explained confidently how to keep safe, both online, and in the community. The very large majority of parents agree that their children are safe at school. Inspection findings Pupils’ outcomes in writing are good. Teachers explain clearly to pupils how to use a wide range of vocabulary to make their writing lively and interesting. Staff plan the improvement of pupils’ writing skills well so that pupils understand how to develop and sustain the quality of their writing across different genres. For example, pupils in Year 4 have a good understanding of how to build a character description sequentially using different aspects of a person’s personality and appearance to bring the character to life. Support staff provide timely and bespoke support to ensure that pupils, including those with special educational needs and/or disabilities, make strong progress in their writing. There are times, when the level of challenge in pupils’ writing tasks is not high enough, that learning slows as a result. Occasionally, staff ask questions in lessons that do not stretch pupils’ thinking sufficiently. This reduces the progress that pupils make in developing their writing skills. Disadvantaged pupils make strong progress in reading, writing and mathematics. Teachers take good account of what pupils have learned previously in lessons. As a result, and when required, disadvantaged pupils receive additional support that is effective in helping their learning move forward quickly. This is especially where there is a gap in their knowledge. Disadvantaged pupils read confidently, accurately and with a good level of expression when reading aloud. Pupils are challenged appropriately to understand the meaning behind complex sentences. Teachers use teaching assistants and other resources, including the ‘reading dog’, to ensure that they promote pupils’ reading skills well. Disadvantaged pupils’ writing is purposeful and of good quality. This is because they have a good understanding of how to write well, with the audience firmly in mind. In mathematics, work in their books shows that disadvantaged pupils are making strong progress. Teachers plan challenging and engaging tasks to ensure that pupils develop their skills of reasoning and problem solving rapidly. This helps them to apply their mathematical knowledge in different contexts capably. Lower-attaining pupils, and boys, make strong gains in reading and writing. You have a clear and comprehensive system of tracking pupils’ progress that provides teachers with an accurate picture of these groups of pupils’ current skills. Listening to pupils read during the inspection indicates that pupils reach a good standard in reading across the school. Your teachers use a good range of highquality texts so that boys’ and lower-attaining pupils’ vocabulary is extended, and they learn how language is manipulated in more complex ways. Pupils’ reading comprehension is good, including understanding an author’s choice of words and phrases. In writing, lower-attaining pupils, and boys, receive clear and helpful guidance on how to edit and redraft their writing so that it is of a higher quality. Pupils’ writing from these two groups shows considerable flair and a good understanding of some complex writing features. Pupils use these skills well. Pupils are keen to come to school. They are punctual, make a swift start to the school day and at the start of lessons are quick to focus on their work. You and your senior staff analyse attendance information well and act swiftly on it. You work well with the local authority to ensure that pupils attend school regularly. Leaders have ensured that attendance overall is above the national average. Disadvantaged pupils, however, still do not attend school regularly enough and their attendance is below other pupils. The persistent absence for some disadvantaged pupils has decreased considerably and this is having a very positive impact on the achievement of this group of pupils.

Tillingbourne Junior School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>24, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 87 responses up to 13-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>18, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 87 responses up to 13-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>46, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 87 responses up to 13-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>30, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 87 responses up to 13-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>36, "disagree"=>7, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 87 responses up to 13-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>46, "disagree"=>13, "strongly_disagree"=>5, "dont_know"=>1} UNLOCK Figures based on 87 responses up to 13-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>44, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 87 responses up to 13-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>31, "disagree"=>2, "strongly_disagree"=>3, "dont_know"=>23} UNLOCK Figures based on 87 responses up to 13-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>25, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 87 responses up to 13-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>33, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>2} UNLOCK Figures based on 87 responses up to 13-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>45, "disagree"=>15, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 87 responses up to 13-06-2019
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 87 responses up to 13-06-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • 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.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from Tillingbourne Junior School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Tillingbourne Junior School?

Register to add photos, news and download your Certificate of Excellence 2023/24

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]