Eastfield Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
406
AGES
5 - 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
01902 554176

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
(05/01/2023)
Full Report - All Reports
52%
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)
Colliery Road
Off Willenhall Road
Wolverhampton
WV1 2QY
01902558604

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. This is because you, and your leadership team, have high expectations for your pupils and are self-challenging. You have ensured that the school works effectively with the local authority advisers, who have provided excellent support and challenge, enabling the school to make strong progress when tackling issues. You understand the context of your school and put the needs of individual pupils at the heart of all you do. There is a strong moral commitment, at every level, to ensuring that pupils achieve their potential. This has enabled you to lead the school through some significant challenges in recent years, particularly the rapid growth in pupil numbers. You have a relentless focus on continual improvement, are highly reflective and constantly evaluate the impact of any new initiatives, which has led to good-quality teaching across the school. You accurately identify the strengths and areas of relative weakness and then systematically set about tackling the areas identified for improvement. As a result of your actions, the quality of teaching in mathematics has improved and the teaching of reading is improving. You have put in place clear structures for teachers to follow, which secures a cohesive approach across the school. Following the last inspection, teachers are now providing more opportunities for pupils to work independently. Teachers’ questioning skills have improved. As a consequence, pupils are answering in greater depth. Pupils’ attendance is tracked meticulously. Staff work closely with parents to help them bring their children to school regularly and on time. Many respond well to this support. Nevertheless, some families still persist in allowing their children to stay off school, which undermines the work of the school and, more importantly, compromises the achievement of their children. You have created a vibrant environment which celebrates pupils’ work. Welcoming classrooms contain a wealth of helpful resources which support learning. Pupils are happy at school and enjoy their learning. They behave well in lessons and learn to concentrate well from an early stage. Across the school, pupils focus on their work without the need for reminders. Pupils are well mannered towards adults and generally get on well together. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. There is a strong culture of safeguarding and pupil welfare is at the heart of the school. Rigorous checks are made on staff. Training is above and beyond the minimum levels. Staff not only receive annual training but, in addition, safeguarding is a regular feature in staff meetings. You regularly update the staff when there are changes in government advice about safeguarding soon after it is published. School staff get to know families very well and consider carefully how to support them in order to meet the needs of their children. All staff are vigilant in spotting concerns and these are reported immediately, actioned promptly and followed up tenaciously. The designated leads for safeguarding understand their role well and make sure that relevant outside agencies are involved as needed. Pupils are carefully tracked through identified stages of concern. Records of meetings, actions and training are filed meticulously. As a result of these effective processes, pupils are well cared for. Inspection findings You were rightly concerned about the dip in standards at the end of key stage 2 in reading in 2016. Inspection evidence confirms that the historical picture of sound performance more accurately reflects the quality of teaching in reading. There is some highly effective teaching of reading in upper key stage 2. Pupils are taught explicitly how to deduce and infer meaning. This helps them to develop a real depth in understanding of what they have read. Pupils respond well to texts and talk knowledgeably about the books they have read. Reading journals are used throughout the school and, in some classes, demonstrate a strong impact on progress in reading. However, this is inconsistent across the school. Some teachers are particularly skilled at helping pupils overcome the challenges caused by their limited vocabulary. However, in some classes, teachers and teaching assistants do not focus sufficiently on helping pupils understand a wider range of words. Therefore, the paucity of language, identified by the school as a barrier to pupils’ learning, is not being consistently addressed. Disadvantaged pupils are identified and known to all staff. Support for them in lessons is carefully targeted to ensure that differences in outcomes between them and other pupils nationally are diminishing. However, where differences exist, it reflects the slight inconsistency in teaching that exists in the school. The school has a significantly high number of pupils who speak English as an additional language, many of whom are admitted after the start of the school year. Leaders have implemented a range of strategies which enable these pupils to achieve as rapidly as possible. This has included the appointment of staff whose purpose it is to support learning and secure achievement for these pupils. Observations in key stage 1 and the Reception classes demonstrate that pupils enjoy their learning and work hard. Work is usually pitched at an appropriate level. There is sometimes limited challenge, particularly for the most able pupils. This prevents them developing the sophisticated reasoning skills of which they are capable, especially in mathematics. In 2016, the proportion of Year 1 pupils who achieved the required standard in the phonics screening check was broadly in line with the national average. Pupils have a lot of opportunities to write across the curriculum. However, some teachers do not pay enough attention to checking basic punctuation, spelling and grammar, which leads pupils to adopt bad habits. Clear systems are in place to ensure that the school knows who is in school and who is absent. Staff follow through on absence until they are satisfied that pupils are safe. If necessary, they will visit homes to check on the well-being of pupils. Absence is rigorously tracked and monitored. The lowest attenders either have medical needs, which has reasonably led to necessary time out of school, or, where this is not the case, pupils with a poor record of attendance are under the scrutiny of the local authority’s welfare team. Attendance overall and for pupils who have special educational needs and/or disabilities has improved and is now broadly in line with national figures. Next steps for the school Leaders and those responsible for governance should ensure that: they keep seeking new ways of engaging with those families who are the hardest to convince that frequent attendance is essential pupils’ understanding of a wider range of words is further developed pupils confidently and consistently apply appropriate grammar, punctuation and spelling to their writing across all subjects so that they meet the standards expected for their age pupils, especially the most able, learn to apply the skills of reasoning, justification and explanation in all subjects, particularly mathematics.

Eastfield Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>25, "disagree"=>25, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 06-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>30, "disagree"=>15, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 06-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>55, "disagree"=>20, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 06-01-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>55, "strongly_agree"=>5, "agree"=>25, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 20 responses up to 06-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>50, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 06-01-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>5, "strongly_agree"=>45, "agree"=>20, "disagree"=>25, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 20 responses up to 06-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>0, "disagree"=>75, "strongly_disagree"=>25, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 06-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>40, "disagree"=>15, "strongly_disagree"=>10, "dont_know"=>10} UNLOCK Figures based on 20 responses up to 06-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>30, "disagree"=>5, "strongly_disagree"=>10, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 06-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>40, "disagree"=>15, "strongly_disagree"=>10, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 06-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>50, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 06-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>20, "disagree"=>25, "strongly_disagree"=>0, "dont_know"=>15} UNLOCK Figures based on 20 responses up to 06-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>20, "agree"=>55, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>15} UNLOCK Figures based on 20 responses up to 06-01-2023
Yes No {"yes"=>75, "no"=>25} UNLOCK Figures based on 20 responses up to 06-01-2023

Responses taken from Ofsted Parent View

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