Falkland Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
426
AGES
4 - 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
01635 519771

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
(15/01/2020)
Full Report - All Reports
60%
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)
Andover Road
Wash Common
Newbury
RG14 6NU
0163544949

School Description

Pupils are happy at school and feel well cared for. One pupil said, ‘It’s like a second home.’ Leaders are aspirational for pupils and determined to give them the best possible education. Staff have designed a curriculum that ensures pupils achieve well. Teachers have high expectations of pupils, and they plan tasks to challenge their thinking. Pupils say that they feel safe at school. They are well behaved and show great respect for each other and their teachers. Pupils are clear that there is very little bullying and that it is unacceptable. They say that if they have any problems of this sort, staff help them to sort things out quickly. Pupils particularly like attending the activities provided outside of the school day. These include an extensive range of extra-curricular activities and clubs. The school provides well for pupils who show an aptitude for music and sports. Parents and carers are positive about the school. They appreciate the warmth, care and the curriculum opportunities that the school provides. The thoughts of many parents were summed up by one who said, ‘This is a great school that my daughter loves to attend, and she is excelling in her work.’ What does the school do well and what does it need to do better? School leaders make sure that pupils have a broad and interesting education. They are ambitious for pupils in each area of the curriculum. In most subjects, teachers plan lessons which build pupils’ knowledge and skills well. Staff set clear expectations of what they want children to learn. Teachers across the school receive high-quality training. This helps them to spot when pupils are finding work too easy or too hard. Teachers use this information to amend their teaching. Leaders have created a curriculum that ensures pupils succeed. Staff know pupils’ needs well, including disadvantaged pupils and those with special educational needs and/or disabilities. Pupils who need extra help receive insightful guidance from staff in The Den (a part of the school specifically used to support pupils with additional needs). As a result, any gaps in their knowledge and understanding are addressed thoroughly. Leaders plan strong links between different subjects for all pupils. This develops their understanding across the breadth of the curriculum. Leaders have improved teachers’ skills, especially in the teaching of mathematics and reading. However, curriculum planning in a small number of foundation subjects, such as history, is not yet as effective as in other areas. Leaders have made reading a priority. Pupils start learning phonics from the start of Reception. They follow a well-planned phonics programme that helps pupils to read words accurately. Leaders make sure that pupils who need more help to become fluent readers get the practice that they need. Pupils love listening to the class novels at the end of the school day. Teachers and support staff ask pupils challenging questions about these texts and the books read by pupils. For example, Year 5 pupils’ thinking was stretched when reading ‘Holes’. They had to justify how someone might be able to ‘own’ shade. Pupils’ behaviour contributes positively to their achievement. Pupils have very positive attitudes to learning. They listen attentively to staff. Pupils act carefully on the guidance they get to help them improve their work. They concentrate well. This helps them to produce good-quality work in a wide range of subjects, including art and geography. Leaders provide rich opportunities to support pupils’ personal development. Leaders want pupils to be responsible and caring. Pupils act as sports leaders to develop their leadership and organisational abilities. Staff use discussions during lessons well to improve pupils’ social and communication skills. Children in the early years experience an exciting curriculum. Children are enthusiastic and happy. Staff have strong knowledge of the areas of learning that they teach. Consequently, children achieve well. Staff teach phonics in a logical way. Teachers plan numerous opportunities across all areas of learning to increase the number of sounds and words children know. Staff check that the books children read help them to remember the sounds that they have been learning in class. Leaders engage meaningfully with staff to plan their work carefully. Staff have additional time to complete important tasks. Leaders work well to ensure that staff use their time planning how they will deliver the curriculum successfully to all groups of pupils. Governors bring a strong set of skills to their role. This helps them to support and challenge school leaders appropriately. They understand the strengths and weaknesses of the curriculum and where it can be further improved.

Falkland Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>23, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 149 responses up to 20-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>23, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 149 responses up to 20-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>34, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>5} UNLOCK Figures based on 149 responses up to 20-01-2020
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>72, "strongly_agree"=>11, "agree"=>5, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>7} UNLOCK Figures based on 149 responses up to 20-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>45, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 149 responses up to 20-01-2020
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>20, "strongly_agree"=>49, "agree"=>21, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>2} UNLOCK Figures based on 149 responses up to 20-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>12, "disagree"=>29, "strongly_disagree"=>12, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 20-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>35, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>7} UNLOCK Figures based on 149 responses up to 20-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>34, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 149 responses up to 20-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>39, "disagree"=>9, "strongly_disagree"=>3, "dont_know"=>2} UNLOCK Figures based on 149 responses up to 20-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>42, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 149 responses up to 20-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>37, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>2} UNLOCK Figures based on 149 responses up to 20-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>40, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>8} UNLOCK Figures based on 149 responses up to 20-01-2020
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 149 responses up to 20-01-2020

Responses taken from Ofsted Parent View

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