Beddington Infants' School
Catchment Area, Reviews and Key Information

Primary
PUPILS
296
AGES
3 - 7
GENDER
Mixed
TYPE
Foundation school
SCHOOL GUIDE RATING
Not Rated

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
020 8770 5000

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
(18/07/2023)
Full Report - All Reports



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
Croydon Road
Wallington
SM6 7LF
02086477813

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school is in a co-operative: the Sutton Education Trust. Central to the ethos of the school are the strong and positive relationships you have cultivated with parents and carers to support their child’s education. You have successfully addressed the areas for improvement identified at the previous inspection. Leaders have developed a whole-school approach to learning that involves teacher-led sessions, as well as developing children’s independence. Regular monitoring of teaching across the school is recorded and analysed to inform whole-school improvement. This analysis has highlighted pupils’ writing as an area for development. The school has surveyed pupils and listened to and acted on their responses. Pupils undertake self-evaluation of their work and use the information to assess how well they are learning. All pupils benefit from this approach and enjoy the sense of responsibility that comes from understanding the progress they are making. Guided by their teachers, pupils and children in the early years select from a range of learning activities. This results in improvements in their skills for learning independently. Children frequently opt for writing activities and develop their letter formation. Another example of pupils working independently is when they perform music to each other, spontaneously, in the dining hall at lunchtime. The forest school, located on site, has been instrumental in removing barriers to learning and improving pupils’ confidence. This includes those who are reluctant talkers. The school takes advantage of local historic houses and gardens, using the latter to enhance pupils’ understanding of their own forest school. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and that records are detailed and of high quality. Appropriate and effective safeguarding training is delivered regularly to all staff. Safeguarding leaders rigorously follow up any concerns and use the school’s robust safeguarding policies and procedures accordingly. They ensure that external agencies fulfil their obligations for pupils and their families. The governing body supports and challenges the school’s safeguarding arrangements. Governors ensure that all staff are assessed for their suitability to work with children and that the school keeps accurate records of these checks. School leaders and governors are trained in ensuring that safeguarding is at the forefront of the staff recruitment process. Inspection findings At our initial meeting, we discussed the areas of strength and relative weakness at the school. We agreed two lines of enquiry that would be the focus for the inspection. The first was to look at how well current pupils are progressing in writing. This was identified because recent key stage 1 results in writing were below those in reading and mathematics. Leaders have also identified writing as an area for development. Leaders joined me in observing the quality of teaching and pupils’ outcomes in writing throughout the school. This enabled me to gauge leaders’ ability to assess the school’s provision and gave me the opportunity to see pupils’ work. Leaders accurately assess pupils’ writing and the impact of adult intervention in the classroom. Pupils are keen to write, and frequently take up the many opportunities to do so. The majority of pupils write at an age-appropriate level. When pupils find the formation of letters difficult, skilled staff set accurate pupil targets to ensure that they improve their fine and gross motor skills. This leads to improved letter formation and strengthens pupils’ self-confidence. We jointly examined pupils’ written work, looking, in particular, for progress in their letter formation skills. We found examples of writers, initially reluctant, who have made significant progress. Older pupils have improved their punctuation, and now regularly use full stops and capital letters. Writing across the school is improving, and the gaps in outcomes between writing and other core subjects are closing. Middle leaders have recently audited writing across the school. As a result, pupils’ skills in editing and improving their writing were highlighted as needing further improvement. Teachers have since observed exemplar lessons in this area, and further opportunities for training are planned. Parents appreciate being informed on how to support their children in writing. A recent ‘phonics for parents’ session had a 94% attendance rate. Parents told me that they appreciate being invited into school and it means that, at home, they can more easily support their child’s learning. The second line of enquiry looked at the school’s absence and persistent absence rates, compared to those found nationally. School leaders and governors are aware of the issues surrounding attendance and persistent absence, including how to address consequential gaps in learning. Current key stage 1 absence and persistent absence rates are above national rates. Attendance rates are increasing, but they are not yet in line with national rates. The school has plans to reduce absence further, including receiving support from within their cooperative. Next steps for the school Leaders and those responsible for governance should ensure that: results in writing at key stage 1 are in line with those in other core subjects attendance rates rise to those found nationally. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Sutton. This letter will be published on the Ofsted website. Yours sincerely Jason Hughes Ofsted Inspector Information about the inspection Meetings were held with senior leaders, middle leaders and members of the governing body. The inspector held a discussion, on the telephone, with a representative from the Sutton Education Trust. The views of staff were taken into account through the 20 responses to Ofsted’s online questionnaire. Together with leaders, the inspector visited classrooms across the school. Pupils from Reception and Years 1 and 2 were heard reading. School documents, including policies and safeguarding records, the school’s website and governors’ minutes, were scrutinised. The inspector reviewed work in pupils’ books and held discussions with pupils about their learning. There were no responses to Ofsted’s survey for pupils. The 94 responses to the Ofsted online survey Parent View were considered. The inspector held conversations with parents and pupils around the school.

Beddington Infants' School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>98, "agree"=>0, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>95, "agree"=>2, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>30, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 19-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>84, "strongly_agree"=>5, "agree"=>0, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>9} UNLOCK Figures based on 43 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>14, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 19-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>33, "strongly_agree"=>51, "agree"=>12, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>75, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>33, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 43 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>23, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 43 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>28, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 43 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>14, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 43 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>16, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 43 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>19, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 43 responses up to 19-07-2023
Yes No {"yes"=>98, "no"=>2} UNLOCK Figures based on 43 responses up to 19-07-2023

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 Beddington Infants' School

This school is busy uploading photos, news and event information.
Check back soon!