Brecknock Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
338
AGES
2 - 11
GENDER
Mixed
TYPE
Community school
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, ONS
020 7974 1625

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
(07/03/2023)
Full Report - All Reports
55%
NATIONAL AVG. 60%
% 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 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)
Cliff Villas
Camden
London
NW1 9AL
02074856334

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You became headteacher in 2015. Since that time, you have ensured that pupils’ achievement and the development of leaders have been the school’s main priorities. As a result, progress and attainment remain high and you have enabled an enthusiastic senior and middle leadership team to continue to secure further improvements. Since the previous inspection, there have been considerable changes to the leadership of the school. You have established an effective senior team, comprising experienced leaders and new appointments. This has provided the school with stability. You have successfully focused on improving areas that were raised in the last inspection. For example, achievement at the end of key stage 1 in English and mathematics has risen, and is now broadly average. A systematic phonics programme is used well. Adults skilfully engage with pupils to develop their early phonics knowledge. As a result, the proportion of pupils achieving the phonics check at the end of Year 1 has risen. Your vision for developing leaders at different stages of their careers has been effective in driving the school’s improvements. Senior leaders are skilled in improving pupils’ outcomes, including attendance. Leaders have continued to ensure that the development of mathematics teaching has remained a priority. As a result, attainment has risen markedly. Pupils’ progress remains consistently among the highest of all schools nationally. However, the achievement of pupils in reading at the end of key stage 2 is not as strong. Leaders’ actions to improve reading have not been as successful. You have further strengthened the school’s leadership by appointing middle leaders to monitor the quality of teaching. They work alongside senior leaders and external partners to check on the quality of work in pupils’ books and provide support to teachers to improve their practice. As a result, there is greater accountability among staff for the quality of teaching and pupils’ progress. However, middle leaders have not been as focused on the school’s priority area to develop pupils’ reading as they should have been. Consequently, teachers’ expectations in developing pupils’ reading skills are not as high as they are in other subjects, particularly at key stage 2. Governors have a good understanding of the school’s priorities. They have made a strong contribution in guiding the strategic direction of the school. As a result, they are able to speak articulately about the school’s progress to date. Governors are ambitious for the school and take part in ‘phase reviews’ to develop a better understanding of leaders’ work. They have ensured that the appointment of new staff has enabled leaders to use more of their time to develop teaching and learning. Pupils are well looked after and demonstrate positive attitudes to their learning. Parents are supportive of the school and appreciate the friendly and welcoming atmosphere. A number of parents said that they would like the school’s communication with parents to be improved, particularly around last-minute changes, and opportunities to further support pupils’ learning at home. Safeguarding is effective. Leaders have ensured that safeguarding arrangements are fit for purpose. They place a high importance on pupils’ safety. Pre-employment checks are thorough and meet requirements. Staff have a good understanding of safeguarding procedures, reflecting the most recent guidance. For example, staff confidently shared their understanding of risks related to female genital mutilation and their statutory responsibilities to refer any concerns to the police. Governors play an active role in checking on the school’s safeguarding arrangements. For example, a link safeguarding governor has attended safeguarding training and audited the provision for pupils’ safety in the school. As a result, minor recommendations raised during an external review of safeguarding were actioned in a timely manner. Leaders’ attention to developing pupils’ opportunities to discuss sensitive topics has been effective. Leaders have a strong understanding of the potential risks that vulnerable pupils may face. Staff are vigilant and readily share concerns with the designated safeguarding leads. Leaders make good use of external agencies for guidance, and seek specialist advice when appropriate. Staff share the United Nation’s Rights Respecting Charter extremely well with pupils. As a result, pupils are confident in articulating their understanding of their own rights. They feel very safe at school.

Brecknock Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>23, "disagree"=>2, "strongly_disagree"=>15, "dont_know"=>0} UNLOCK Figures based on 52 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>33, "disagree"=>2, "strongly_disagree"=>15, "dont_know"=>0} UNLOCK Figures based on 52 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>33, "disagree"=>6, "strongly_disagree"=>15, "dont_know"=>0} UNLOCK Figures based on 52 responses up to 08-03-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>58, "strongly_agree"=>8, "agree"=>10, "disagree"=>4, "strongly_disagree"=>19, "dont_know"=>2} UNLOCK Figures based on 52 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>29, "disagree"=>0, "strongly_disagree"=>13, "dont_know"=>0} UNLOCK Figures based on 52 responses up to 08-03-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>21, "strongly_agree"=>42, "agree"=>15, "disagree"=>4, "strongly_disagree"=>17, "dont_know"=>0} UNLOCK Figures based on 52 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>17, "disagree"=>13, "strongly_disagree"=>30, "dont_know"=>0} UNLOCK Figures based on 23 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>38, "disagree"=>4, "strongly_disagree"=>13, "dont_know"=>0} UNLOCK Figures based on 52 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>31, "disagree"=>6, "strongly_disagree"=>13, "dont_know"=>0} UNLOCK Figures based on 52 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>38, "disagree"=>2, "strongly_disagree"=>13, "dont_know"=>0} UNLOCK Figures based on 52 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>21, "disagree"=>4, "strongly_disagree"=>13, "dont_know"=>2} UNLOCK Figures based on 52 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>33, "disagree"=>0, "strongly_disagree"=>13, "dont_know"=>2} UNLOCK Figures based on 52 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>25, "disagree"=>6, "strongly_disagree"=>13, "dont_know"=>4} UNLOCK Figures based on 52 responses up to 08-03-2023
Yes No {"yes"=>81, "no"=>19} UNLOCK Figures based on 52 responses up to 08-03-2023

Responses taken from Ofsted Parent View

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