Calverton Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
373
AGES
3 - 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 8430 2000

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?

Requires Improvement
NATIONAL AVG. 2.09
Ofsted Inspection
(13/12/2022)
Full Report - All Reports
73%
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)
King George Avenue
London
E16 3ET
02074763076

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You took up your post in September 2016 and you recognised immediately that standards needed to rise. Pupils’ outcomes at the end of key stage 1 and key stage 2 in 2016 were disappointing. You identified rapidly the most urgent improvements needed and made these changes so that pupils’ progress through this academic year has improved substantially. You have revised the allocation of roles and responsibilities across the leadership team to match leaders’ areas of expertise with the school’s priorities for improvement. You have organised necessary professional development opportunities to ensure that they are well placed to lead key areas of the curriculum. Leaders provide training to teachers and are involved increasingly in monitoring the quality of teaching in the areas they oversee. You have increased teachers’ focus rightly on improving pupils’ literacy skills. You have raised expectations and provided appropriate training so that guided reading sessions are more effective. Pupils have more opportunities to read in lessons and to choose high-quality texts that interest them. These developments have helped to improve the quality of pupils’ writing across a range of subjects. Leaders have changed the way in which mathematics is taught in the school. Through providing teachers with strong leadership and comprehensive training, you have ensured that a new scheme has been embedded rapidly. This has led to improvements in pupils’ arithmetic skills, as well as developing their ability to express their reasoning both orally and in writing. You ensure that teachers are held strongly to account for the achievement of their pupils. You have established a productive routine of regular meetings between leaders and teachers to discuss pupils’ progress. Teachers demonstrate that they know their pupils well, producing action plans to ensure that pupils receive the right help if they are falling behind. As a result, most pupils are making better progress. However, you acknowledge there is more work to be done to ensure that the support different pupils receive is equally effective. You want to ensure that all pupils are challenged at the right level in lessons so that more can achieve greater depth of learning in all subjects. Amid the changes you have made, staff morale has received a boost this year. Staff have responded positively to your raised expectations and the training opportunities you have provided. You have created a sense of stability, founded on regular and open communications across the staff team and a shared commitment to continued improvement. All staff who completed the survey for this inspection stated that they had a clear understanding of the goals the school aims to achieve. They feel well supported and nearly all agree that leaders do all they can to ensure that staff feel motivated and respected. Safeguarding is effective. All staff receive the information and training they need to fulfil their safeguarding responsibilities. Leaders ensure that regular briefings alert staff to any safeguarding concerns. Monthly newsletters to parents frequently refer to matters of pupils’ health and well-being, such as the importance of their children getting the right amount of sleep, and aspects of the curriculum such as ‘relationships and living in the wider world’. Leaders and governors have received appropriate training so they are clear on the required checks to be made when recruiting staff. The single central record indicates that all these checks are in place. Leaders commissioned a safeguarding audit and have acted on its recommendations to improve practice further, beyond statutory requirements. Governors are keenly aware of their duty to ensure the safeguarding of pupils in the school. They draw on their professional backgrounds appropriately to fulfil their responsibilities. For example, the safeguarding link governor has provided helpful guidance to parents and administrative staff regarding online safety. Pupils who met with me explained how much they value the opportunities they have at school to make friends. They gave examples of ways in which the school is inclusive, with new pupils settling in quickly and pupils who have special educational needs and/or disabilities participating in as many activities as possible in lessons. They appreciate that adults in the school are kind to them and help them keep safe.

Calverton Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>53, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 32 responses up to 09-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>50, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 32 responses up to 09-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>47, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>9} UNLOCK Figures based on 32 responses up to 09-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>78, "strongly_agree"=>3, "agree"=>0, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>9} UNLOCK Figures based on 32 responses up to 09-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>47, "disagree"=>19, "strongly_disagree"=>6, "dont_know"=>3} UNLOCK Figures based on 32 responses up to 09-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>34, "strongly_agree"=>22, "agree"=>16, "disagree"=>16, "strongly_disagree"=>9, "dont_know"=>3} UNLOCK Figures based on 32 responses up to 09-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>13, "agree"=>25, "disagree"=>25, "strongly_disagree"=>38, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 09-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>47, "disagree"=>9, "strongly_disagree"=>3, "dont_know"=>16} UNLOCK Figures based on 32 responses up to 09-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>56, "disagree"=>19, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 32 responses up to 09-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>47, "disagree"=>13, "strongly_disagree"=>6, "dont_know"=>3} UNLOCK Figures based on 32 responses up to 09-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>56, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 32 responses up to 09-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>56, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 32 responses up to 09-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>34, "disagree"=>16, "strongly_disagree"=>6, "dont_know"=>16} UNLOCK Figures based on 32 responses up to 09-07-2023
Yes No {"yes"=>72, "no"=>28} UNLOCK Figures based on 32 responses up to 09-07-2023

Responses taken from Ofsted Parent View

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